UNITED  STATES  ARM\ 


7 


alifornia 


ility 


TRAINING  MANUAL  No, 


STUDIES  IN  CITIZENSHIP 
FOR  RECRUITS 


WAR  DEPARTMENT 

1H2  AD  TUT  ANT   GENERAL'S  OFFICE 
WASHINC-TON,  D. C. 


WASHINGTON 
OQVERSMENT  PRIKTINQ  OITTC1 

1922 


ouc  I  OK  .. 


UNITED  STATES  ARMY 


TRAINING  MANUAL  No.  1 


WAR  DEPARTMENT 

THE  ADJUTANT    GENERAL'S  OFFICE 
WASHINGTON,  D.  C. 


WASHINGTON 
GOVERNMENT  PRINTING  OFFICE 

1922 


WAR  DEPARTMENT, 

WASHINGTON,  September  15, 

This  series  of  Studies  in  Citizenship  is  published  to  furnish  mate- 
rials for  instruction  in  citizenship  to  officers  responsible  for  the  train- 
ing of  recruits.  Criticisms  and  suggestions  for  improvement  are  de- 
sired and  will  be  sent  through  channels  to  The  Adjutant  General  of 
the  Army. 

[A.  G.  062.1  (7-24-22).] 
Br  ORDER  OF  THE  SECRETARY  OF  WAR  : 

JOHN  J.  PERSHING, 

General  of  the  Armies, 

Chief  of  Staff. 
OFFICIAL,  : 

ROBERT  C.  DAVIS, 

The  Adjutant  General. 
2 


STUDIES  IN  CITIZENSHIP  FOR  RECRUITS 


TABLE  OF  CONTENTS 

Introduction 

Suggestions  for  the  Instructor f> 

Topics  for  discussion : 

I.  The  Mission  of  the  Soldier 7 

II.  The  Organization  of  the  Army 11 

III.  Military  Discipline :j2* 14 

IV.  Military  Law 18 

V.  Military  Law  (continued) 21 

VI.  English 25 

VII.  Administration  of  the  Army 29 

VIII.  Health  and  Sanitation :;.°. 

IX.  The  American  Red  Cross 38 

X.  Supplying  the  Army 41 

XI.  Military    Intelligence 4'i 

XII.  English 50 

XIII.  Inspection 

XIV.  Records f>7 

XV.  Claims 63 

XVI.  English 06 

XVII.  The  United  States  Military  Academy 68 

XVIII.  The  Great  War 74 

XIX.  America's  Part  in  the  War 79 

XX.  English -  ! 

XXI.  America  To-Day 8(5 

XXII.  Why  People  Came  to  America 91 

XXIII.  Colonial  America 95 

XXIV.  The  Declaration  of  Independence 100 

XXV.  The  American  Revolution 1t).~> 

XXVI.  American  Union 110 

XXVII.  English 1  HI 

XXVIII.  The  Constitution  of  the  United  States 118 

XXIX.  What  the  Government  does  for  its  Citi/en* 12:; 

XXX.  The  Duty  of  the  Citizen 120 

XXXI.  Team  Play 135 

XXXII.  Makers  of  the  Flag 140 

XXXIII.  The  Function  of  the  Army 143 

3 


INTRODUCTION 


Any  efficient  Army,  large  or  small,  must  be  composed  of  men  so 
selected,  trained,  and  allocated  that  every  technical  and  military 
requirement  of  the  service  is  met  adequately  and  promptly.  Disci- 
plining the  men  in  the  habit  of  instant  obedience,  training  them  in 
the  manual  of  arms,  and  drilling  them  in  close  order  and  extended 
order  formations  is  more  important  than  ever  before,  in  view  of  the 
large  number  of  men  involved. 

In  addition,  the  individual  soldier,  especially  in  combat  troops, 
must  show  mental  alertness,  initiative,  sense  of  responsibility,  and 
devotion  to  duty  to  a  high  degree.  The  trained  Army  technician 
must  also  have  these  qualities  developed  in  accordance  with  the  re- 
quirements of  his  special  work.  Moreover,  it  is  important  that  each 
soldier,  officer,  as  well  as  enlisted  man,  understands  fundamental 
business  ideals  and  practices;  that  he  is  considerate,  fair-minded, 
and  reliable  in  his  dealings  with  others;  and  that  he  understands 
his  obligations  as  a  citizen  and  is  disposed  to  meet  those  obligations 
with  fidelity  and  loyalty.  As  a  basis  for  faithful  and  loyal  service 
the  enlisted  man  should  know : 

1.  How  to  speak,  write,  and  read  simple  English  with  under- 
standing. 

2.  His  duties  as  a  soldier  and  citizen. 

3.  Enough  of  the   long  struggle  for  liberty  to   understand   its 
meaning  and  to  appreciate  its  value. 

4.  Enough  of  the  sacrifices  and  achievements  of  America  to  in- 
spire loyalty  to  the  country  and  to  the  service. 

5.  Enough  about  human  interdependence  to  inspire  his  disposition 
to  act  honestly,  industriously,  reliably,  cooperatively,  and  thriftily. 

6.  Enough  about  current  national  and  international  problems  to 
enable  him  to  act  intelligently  in  the  discharge  of  his  duties. 

7.  Enough  about  the  mechanism  of  the  American  Government  to 
understand  his  place  and  responsibilities  in  it. 

This  course  for  enlisted  men  is  designed  to  give  them  such  knowl- 
edge and  understanding  of  the  army  and  the  country  it  serves  as 
will  help  them  to  perform  their  duties  with  intelligence  and  de- 
pendable loyalty. 


SUGGESTIONS  FOR  THE  INSTRUCTOR 


This  course  is  not  an  information  course,  and  the  materials  in  it 
are  not  to  be  learned  by  rote.  In  training  it  is  one  thing  to  tell  a 
man  what  he  should  do,  and  think,  and  feel.  It  is  quite  another  mat- 
ter to  lead  men  to  do,  and  think,  and  feel  as  they  should,  and  that  is 
the  purpose  of  this  course.  The  old  adage,  "we  learn  to  do  by 
doing,"  is  recognized  in  Army  training.  It  is  equally  true  we  learn 
to  think  by  thinking.  This  principle  is  applied  in  the  tactical  walks 
in  the  training  of  officers  and  noncommissioned  officers. 

In  tactical  walks  the  director  describes  the  general  situation.  He 
then  sets  up  a  problem  and  asks  questions  as  to  the  proper  action  to 
be  taken.  After  giving  such  instructions  as  are  necessary  to  the 
proper  solution  of  the  problem,  the  director  calls  upon  the  members 
of  the  detachment  to  say  what  they  would  do  under  the  circumstances. 
Other  members  of  the  detachment  are  called  upon  to  criticise  the 
answers  given.  During  the  discussion  period,  the  director  acts  some- 
what in  the  capacity  of  umpire,  giving  information,  or  rendering 
decisions  from  time  to  time,  and  at  the  close  of  the  walk  he  holds  a 
critique.  In  this  way,  while  active  thinking  on  the  part  of  the 
detachment  is  maintained,  and  free  discussions  are  held  on  the 
questions  involved,  the  director  is  not  drawn  into  argument,  and  does 
not  find  it  necessary  to  debate  his  position. 

This  course  should  be  handled  by  methods  similar  to  those  em- 
ployed in  tactical  walks.  Materials  are  presented  that  involve  ques- 
tions requiring  thought  to  arrive  at  practical  judgments  and  deci- 
sions. In  the  discussions  that  arise  the  officer  in  charge,  like  the 
director  of  tactical  walks,  need  not  be  drawn  into  arguments  and 
need  not  find  it  necessary  to  debate  his  position.  The  forum  discus- 
sions, by  which  this  course  is  to  be  conducted,  and  of  which  the  offi- 
cer in  charge  is  the  director  and  umpire,  recognizes  the  principle  that 
men  learn  to  think  by  thinking.  They  are  somewhat  analogous  to 
quickening  games  in  physical  training  and  are  designed  to  develop 
mental  alertness,  initiative,  and  discrimination. 

The  introductory  questions  are  designed  to  focus  the  attention 
of  the  men  upon  the  topic  in  hand.  It  is  not  necessary  that  each 
question  be  settled  to  the  complete  satisfaction  of  everybody.  Their 
main  purpose  is  to  get  the  minds  of  the  men  actively  engaged  with 
some  common  problem.  The  tactful  instructoi  will  know  how  to 
bring  a  discussion  to  a  close  at  the  proper  time. 

5 


6  STUDIES   IN    CITIZENSHIP 

The  readings  are  not  intended  primarily  to  give  information,  but 
are  descriptions  of  situations,  events,  or  expressions  of  opinion  that 
open  up  questions  for  discussion.  In  many  instances  the  instructor 
will  be  able  to  supply  better  questions,  and  will  find  better  cases  in 
his  own  experience's  than  those  given  in  the  readings. 

The  exercises  in  written  English  will  be  found  valuable  when  the 
conditions  of  instruction  makes  it  feasible  to  use  them;  otherwise, 
they  are  to  be  omitted. 

This  manual  is  not  to  be  considered  solely  as  a  text  for  instruction 
purposes.  In  places  where  it  is  not  feasible  to  assemble  the  men  in 
small  groups  for  instruction  by  means  of  discussion,  as  described 
above,  the  manual  furnishes  information  and  suggestions  upon  which 
officers  may  draw  in  preparing  talks  for  the  men.  Regulations  and 
details  of  organization  are  being  changed  from  time  to  time.  Offi- 
cers and  instructors  will  therefore  find  it  necessary  to  revise  many 
specific  statements  in  the  manual  in  order  to  keep  it  up  to  date. 

The  instructor  should  realize  fully  that  the  materials  of  this 
course  are  suggestive  only,  and  he  should  not  hesitate  to  make  any 
additions  or  modifications  that  his  own  experience  and  local  condi- 
tions suggest. 


THE  MISSION  OF  THE  SOLDIER 

NOTE  TO  INSTRUCTOR: 

We  tend  to  accept  things  with  which  we  are  familiar  as  a  mat- 
ter of  course.  We  turn  on  the  water  and  electric  light  without  giving 
a  thought  to  the  men,  money,  and  machinery  that  provide  them  for 
us.  We  expect  the  trains  to  be  on  time  and  to  find  the  drug  store 
open  at  any  hour  of  the  day  or  night.  For  a  few  dollars  we  buy  a  suit 
of  clothes  that  woolgrowers,  sailors,  machinists,  bankers,  and  a 
host  of  others  have  worked  to  produce.  At  every  turn  we  use  things 
that  we  could  not  possibly  produce  for  ourselves.  And  we  go  about 
in  safety  unmindful  of  the  complex  arrangements  that  are  set  up 
to  insure  life,  liberty,  comfort,  and  health.  We  accept  them  all  as 
a  matter  of  course.  It  is  only  when  something  goes  wrong — when 
the  system  breaks  down,  or  when  some  individual  or  group  fails  in 
the  performance  of  duty — that  we  become  conscious  of  our  dependence 
on  others.  By  division  of  labor  our  hands  are  multiplied,  and, 
while  we  work  for  many  doing  the  things  that  fall  to  us  to  do,  many 
are  working  for  us  and  they  expect  us  to  do  our  part,  just  as  we 
expect  them  to  do  theirs. 

One  of  the  most  important  problems  in  organizing  society  is  to 
maintain  law  and  order  and  to  protect  the  people  while  they  carry 
on  their  peaceful  pursuits.  Without  such  protection  the  world  would 
soon  be  peopled  with  scattered  tribes  of  wandering  savages.  It  is 
the  mission  of  the  soldier  to  furnish  protection,  and  his  work  re- 
quires special  training  to  give  him  the  knowledge  and  skill  neces- 
sary to  do  it  well. 
INTRODUCTORY  QUESTIONS  : 

1.  What  part  do  the  following  people  have  in  the  making  of 
your  clothes: 

(a)  Miners 
(&)   Sailors 

(c)  Chemists 

(d)  Machinists 

(e)  Woolgrowers 
(/)   Stenographers 
(g)   Bankers 

(h)  Merchants 

(i)  Locomotive  engineers 

(j)   Teachers 

7 


8  STUDIES  IN   CITIZENSHIP 

2.  What  people,  working  together,  got  your  breakfast -for  you? 

3.  How  are  you  dependent  upon  the  faithfulness  and  honesty  of 
other  people?     How  are  other  people  dependent  on  your  faithful- 
ness and  honesty  ? 

4.  What  is  division  of  labor? 

,    5.  How  does  the  policeman  help  in  getting  food,  clothing,  and 
other  things  for  you? 

6.  How  would  it  affect  you  if  there  were  no  policemen? 

7.  How  do  soldiers  help  people  to  get  the  things  they  want  ? 

8.  Why  does  the  United  States  have  soldiers  ? 

9.  What  do  soldiers  do  to  pay  for  what  others  do  for  them  ? 

READINGS  : 

1 

John  Logan  lived  in  a  small  Massachusetts  village  100  years 
ago.  He  had  a  growing  family,  the  land  was  poor,  and  work  scarce. 
It  was  hard  for  him  to  make  a  living  and  he  saw  that  it  would  be  still 
harder  there  for  his  children  to  get  along.  Hearing  of  the  rich  land 
to  the  West  to  be  had  for  nothing,  he  loaded  his  family  and  his  goods 
into  a  covered  wagon  and,  with  several  of  his  neighbors,  drove 
through  to  what  is  now  northern  Ohio.  Here  he  settled  down,  with 
the  help  of  his  neighbors  built  a  log  cabin,  cleared  a  patch  of  ground, 
and  began  to  farm  the  land.  He  worked  in  the  field,  plowing,  sowing, 
cultivating,  and  harvesting  the  crop,  his  gun  always  at  hand  to  pro- 
tect his  wife  and  children  against  inroads  from  the  Indians.  The 
protection  he  could  give  them  was  slight.  His  old  flintlock  musket 
could  be  fired  but  once  and  then  had  to  be  reloaded  slowly.  In  case 
of  a  raid  he  was  one  man  against  many,  with  his  nearest  neighbors 
some  distance  away.  The  best  he  could  do  was  to  hold  back  the 
Indians  until  his  family  could  find  safety  in  the  log  house  or  the 
stockade.  In  times  past  many  families  were  wiped  out  by  the  Indians 
because  they  did  not  have  proper  protection. 


Some  years  ago  a  flood  at  Dayton,  Ohio,  destroyed  a  large 
amount  of  property  a*nd  killed  many  people.  During  the  disorder 
that  took  place  soldiers  policed  the  city;  guarded  and  helped  dis- 
tribute to  those  in  want  the  food,  clothing,  and  other  supplies  sent  in 
from  the  outside ;  assisted  in  the  rescue  of  many  people ;  helped  clean 
away  the  rubbish  left  by  the  flood;  built  temporary  bridges;  and 
even  manned  some  of  the  street  cars. 


On  October  12,  1918,  Lieutenant  Woodfill  was  ordered  with  his 
patrol  to  take  Company  M  forward  to  make  a  reconnaisance  to 


FOR  RECRUITS  9 

determine  the  main  line  of  resistance  of  the  enemy  just  north  of 
Bois  de  Romagne  forest.  The  following  citation  accompanying  the 
congressional  medal  of  honor  awarded  him  tells  the  rest : 

"  For  conspicuous  gallantry  and  intrepidity  above  and  beyond 
the  call  of  duty  in  action  with  the  enemy  at  Gunnel,  France,  October 
12,  1918.  While  he  was  leading  his  company  against  the  enemy  his 
line  came  under  heavy  machine-gun  fire,  which  threatened  to  hold 
up  the  advance.  Followed  by  two  soldiers  at  25  yards,  this  officer 
went  out  ahead  of  his  first  line  toward  a  machine-gun  nest  and 
worked  his  way  around  its  flank,  leaving  two  soldiers  in  front. 
When  he  got  within  10  yards  of  the  gun  it  ceased  firing  and  four  of 
the  enemy  appeared,  three  of  whom  were  shot  by  Lieutenant  Wood- 
fill.  The  fourth,  an  officer,  rushed  at  Lieutenant  Woodfill,  who  at- 
tempted to  club  the  officer  with  his  pistol.  After  a  hand-to-hand 
struggle  he  killed  the  officer  with  his  pistol.  His  company  there- 
upon continued  to  advance  until,  shortly  afterwards,  another  ma- 
chine-gun nest  was  encountered.  Calling  his  men  to  follow,  Lieu- 
tenant Woodfill  rushed  ahead  of  his  line  in  the  face  of  heavy  fire 
from  the  nest,  and  when  several  of  the  enemy  appeared  above  the 
nest  he  shot  them,  capturing  three  other  members  of  the  crew  and 
silencing  the  gun.  A  few  minutes  later  this  officer  for  the  third 
time  demonstrated  conspicuous  daring  by  charging  another  machine- 
gun  position  and  killing  five  men  in  a  machine-gun  pit  with  his 
rifle.  He  then  drew  his  revolver  and  started  to  jump  into  the  pit 
when  two  other  gunners  turned  their  guns  on  him.  Failing  to  keep 
them  back  with  his  revolver,  he  grabbed  a  pick  lying  near  and  killed 
both  of  them.  Inspired  by  the  exceptional  courage  displayed  by 
this  officer,  his  men  pressed  on  to  their  objective  under  severe  shell 
and  machine-gun  fire." 

4 

In  the  summer  of  1900  Dr.  Walter  Reed  and  a  group  of  other 
Army  surgeons  were  investigating  the  cause  of  yellow  fever  in 
Habana,  Cuba.  In  studying  the  theory  that  the  disease  was  trans- 
mitted by  the  bite  of  a  certain  mosquito,  it  became  necessary  to 
have  subjects  who  would  submit  themselves  for  experiment  with 
the  possible  result  of  contracting  yellow  fever. 

"  The  subject  of  the  first  experiment  was  a  young  private  from 
Ohio,  named  John  R.  Kissinger,  who  volunteered  for  the  service, 
to  use  his  own  words,  '  solely  in  the  interest  of  humanity  and  the 
cause  of  science.'  When  it  became  known  among  the  troops  that 
subjects  were  needed  for  experimental  purposes,  Kissinger,  in  com- 
pany with  another  young  private  named  John  J.  Moran,  also  from 
Ohio,  volunteered  their  services.  Dr.  Reed  talked  the  matter  over 
with  them,  explaining  fully  the  danger  and  suffering  involved  in 


10  STUDIES   IN   CITIZENSHIP 

the  experiment  should  it  be  successful,  and  then,  seeing  they  were 
determined,  he  stated  that  a  definite  money  compensation  would 
be  made  them.  Both  young  men  declined  to  accept  it,  making  it% 
indeed,  their  sole  stipulation  that  they  should  receive  no  pecuniary 
reward,  whereupon  Major  Reed  touched  his  cap,  saying  respectfully, 
'  Gentlemen,  I  salute  you.'  Reed's  own  words  in  his  published  ac- 
count of  the  experiment  on  Kissinger  are :  4  In  my  opinion,  this 
exhibition  of  moral  courage  has  never  been  surpassed  in  the  annals 
of  the  Army  of  the  United  States/  r 

(Adapted  from  S.  Report  No.  574,  61st  Cong.,  2d  sess.) 
(See  Yellow  Fever,  S.  Doc.  No.  822,  61st  Cong.,  3d  sess.,  pp. 
30-31.) 

QUESTIONS  ox  READINGS: 

1.  Why  did  the  Indians  attack  the  settlers  in  Ohio? 

2.  Why  was  Logan  at  a  disadvantage  in  fighting  the  Indians? 

3.  What  improvements  have  been  made  over  the  flintlock  musket  ? 

4.  What  changes  in  the  life  of  the  people  have  taken  place  that 
have  made  those  improvements  possible? 

5.  Why  would  trained  soldiers  have  defended  the  land  against 
the  Indians  better  than  the  scattered  settlers  could  defend  it? 

6.  Why  was  Logan's  method  a  wasteful  one? 

7.  Is  it  a  waste  for  the  Government  to  keep  soldiers?     Explain. 

8.  Why  were  the  soldiers  more  useful  than  civilians  during  the 
Dayton  flood  ? 

9.  What  might  have  happened  in  Dayton  if  no  soldiers  had  been 
present  to  help? 

10.  What  was  the  mission  of  Lieutenant  Woodfill? 

11.  What  did  he  do  "above  and  beyond"  the  call  of  duty? 

12.  What  effect  did  his  action  have  on  his  men  ? 

13.  What  characteristics  of  a  good  soldier  did  Lieutenant  Wood- 
fill  show  ? 

14.  Why  was  the  action  of  John  R.  Kissinger  and  John  J.  Moran 
commendable  ? 

15.  What  makes  a  good  soldier? 

16.  Is  it  necessary  to  be  a  hero  to  be  a  good  soldier? 

17.  From  the  readings  given  make  a  list  of  the  things  a  soldier 
may  be  called  upon  to  do. 

18.  Why  were  soldiers  trained  before  being  sent  to  Europe? 

19.  What  does  it  take  to  make  an  army  ? 

20.  What  services  were  performed  during  the  great  war  by  the 
American  soldier  who  remained  at  home? 

21.  In  a  few  words  summarize  the  mission  of  the  soldier. 


FOB  RECRUITS  11 


II 

THE  ORGANIZATION  OF  THE  ARMY 

XOTE  TO  INSTRUCTOR: 

We  have  only  to  look  about  us  to  see  the  great  importance  of 
organization  in  life.  Every  man  can  go  about  the  work  in  which 
he  is  interested  only  because  the  work  of  the  world  is  organized. 
When  we  want  something  to  eat,  we  go  to  the  grocery  store  and 
buy  it.  When  we  want  clothes,  we  go  to  the  clothing  store  for 
them.  When  we  need  medical  advice,  we  call  a  physician.  When 
we  need  legal  advice,  we  consult  a  lawyer.  When  we  need  money, 
we  ask  the  bank  for  help.  When  we  wish  to  travel,  we  use  the 
railroad.  In  a  well-ordered  societ}7,  every  man  does  his  special 
work,  in  which  he  becomes  proficient,  while  others  do  other  things 
which  are  useful  to  the  group.  Even  individual  enterprises  are 
organized.  A  bank  has  its  board  of  directors,  president,  vice  presi- 
dents, cashiers,  bookkeepers,  paying  and  receiving  tellers,  errand 
boys,  and  janitors.  Thus  all  people  form  a  great  team,  each  having 
his  special  part  to  play.  To  be  a  good  player,  each  must  know 
how  to  do  his  part  and  must  play  according  to  the  spirit  and  rules 
of  the  game. 

The  Army's  part  in  our  national  team  is  to  defend  us  against 
undue  interference.  We  have  great  wealth  and  certain  national 
ideals  and  traditions.  We  can  not  afford  to  have  them  destroyed. 
To  defend  them,  the  Army  must  be  thoroughly  organized,  and  must 
cultivate  every  virtue  of  team-play. 

It  is  the  purpose  of  this  period  to  discuss  army  organization 
from  the  standpoint  of  individual  responsibility  of  the  soldier,  that 
he  may  be  led  to  feel  that  in  the  performance  of  tlie  routine  of 
military  service,  he  is  executing  the  collective  will  of  the  people  as 
it  comes  through  the  various  official  channels  from  the  commanding 
general,  even  from  the  President,  down  to  him. 

INTRODUCTORY  QUESTIONS  : 

1.  What  is  an  army? 

2.  What  is  the  difference  between  an  army  and  a  mob? 

3.  Why  is  an  army  more  effective  than  a  mob? 

READING: 

The  war  strength  organization  of  the  Infantry,  which  is  typical 
of  all  arms  of  the  military  service,  is  as  follows : 

1.  The  squad. — The  squad  consists  of  eight  men,  including  a 
corporal  in  charge.  The  squad  is  the  unit  in  which  the  private 


12  STUDIES  IN   CITIZENSHIP 

soldier  lives,  eats,  sleeps,  fights,  and  has  his  being  until  promotion 
or  disability  removes  him  from  its  associations.  It  is  the  team  in 
which  he  learns  and  plays  the  fighting  game.  Outside  of  it  the 
private  soldier  has  few  interests.  The  squad  is  the  unit  upon 
which  all  of  the  work  of  the  platoon  and  the  company  depend. 
Unless  the  men  of  each  squad  work  together  as  a  single  man,  the 
work  of  the  platoon  becomes  well-nigh  impossible. 

2.  The  platoon. — Strictly  a  fighting  unit.    It  is  normalty  com- 
posed of  six  squads,  with  noncommissioned  officers  and  others  who 
bring  the  total  up  to  a  strength  of  57  enlisted  men.     It  is  commanded 
normally  by  a  lieutenant.     For  combat  the  platoon  is  divided  into 
two  sections.     Each  section  is  normally  under  the  command  of  a 
sergeant,  who  has  a  corporal  (section  guide)  as  an  assistant.     The 
lieutenant  commanding  the  platoon  is  known  as  the  platoon  leader, 
and  he  has  as  an  assistant  a  platoon  sergeant  and  a  detachment  of 
privates  for  duty  as  runners  and  signal  men.     This  makes  up  the 
platoon  headquarters.     The  education  of  the  soldier  is  begun  in  the 
squad  and  finished  in  the  platoon.    When  he  learns  what  is  ex- 
pected of  the  squad  and  the  platoon,  and  acquires  the  spirit  of  team- 
play  in  these  organizations,  he  is  a  trained  and  efficient  member  of 
his  organization. 

3.  The  company. — The  rifle  company  consists  of  three  platoons 
and  the  company  headquarters,  consisting  of  a  detachment  of  non- 
commissioned officers,  clerks,  buglers,   cooks,   runners,  and  signal 
men.     The  total  strength  of  a  company  is  200  men  and  six  officers. 
The  company  serves  as  a  link  to  hold  the  platoons  together  and  make 
them  mutually  supporting.     The  company  commander  assigns  mis- 
sions to  the  platoons  in  combat.     The  platoons  apply  to  him  for 
assistance  they  may  need  in  carrying  out  their  mission.     The  com- 
pany is  also  the  housekeeping  agency — platoons  do  the  fighting,  but 
that  is  all  they  do  as  platoons.     They  must  eat,  sleep,  draw  clothing 
and  pay,  and  be  supplied  with  shelter,  bathing  facilities,  and  medical 
attendance.     The  company  organization  provides  for  all  of  this. 
The  company  may  be  likened  to  a  large  family,  with  three  fighting 
members,  the  platoons,  and  a  housekeeping  member,  the  company 
headquarters. 

4.  The  battalion. — The  battalion  is  composed  of  five  companies, 
three  rifle  companies,  one  machine-gun  company,  and  one  head- 
quarter company.    It  is  normally  commanded  by  a  major. 

5.  The  regiment. — Three  battalions,  headquarters  company,  how- 
itzer company,  service  company,  attached  medical  department,  and 
chaplain  form  a  regiment,  commanded  by  a  colonel. 

6.  The  brigade. — Two  Infantry  regiments,  brigade  headquarters, 
headquarters  company,  medical  department,  and  chaplain  form  a 
brigade,  commanded  by  a  brigadier  general. 


FOR  RECRUITS  13 

7.  The  division. — Two  Infantry  brigades,  one  Artillery  brigade  of 
two  regiments,  one  Engineer  regiment,  one  medical  regiment,  division 
Air  Service,  special  troops,  division  headquarters,  division  train, 
attached  medical  department,  commanded  by  a  major  general. 

8.  The  corps. — Two  or  more   divisions  and  additional  units  of 
Artillery,  sanitary  train,  and  supply,  commanded  by  an  officer  of  the 
rank  of  major  general  or  above. 

9.  The  Army. — Two  or  more  corps,  and  special  troops  such  as 
heavy  artillery,  Air  Service,  Motor  Transport,  and  military  police 
service,  commanded  by  an  officer  of  the  rank  of  major  general  or 
above. 

QUESTIONS  ON  READING  : 

1.  Why  is  a  baseball  player  trained  to  play  a  definite  place  on  the 
team? 

2.  Why  does  the  manager  of  a  team  not  change  the  players  about 
for  variety? 

3.  Why  does  a  railroad  company  have  a  president  and  a  board  of 
directors  ? 

4.  Why    does    a    locomotive    engineer    obey   orders    and  -observe 
signals  ? 

5.  Why  should  a  railroad  company  have  a  general  freight  agent, 
a  general  passenger  agent,  dispatchers,  division  superintendents,  sec- 
tion foremen,  etc.  ? 

6.  WThat  would  happen  to  a  bank  if  everybody  from  the  errand  boy 
to  the  president  should  have  authority  to  say  how  the  bank  should 
be  run? 

7.  Is  it  any  less  important  for  an  Army  to  be  thoroughly  organized 
than  for  a  bank  or  a  railroad  ?    Why  ? 

8.  Some  maintain  that  it  is  much  more  important  for  an  Army  to 
be  well  organized.    Why  may  they  be  right  in  their  opinion  ? 

9.  Why  do  we  have  units  so  small  as  the  squad  ? 

10.  To  whom  are  the  members  of  a  squad  directly  responsible  ? 

11.  Has  a  private  soldier  done  his  duty  when  he  has  executed  the 
instructions  of  his  squad  leader? 

12.  Why  can  not  the  commanding  general  or  the  colonel  of  a  regi- 
ment be  directly  in  control  of  every  man  ? 

13.  What  are  the  reasons  for  haying  platoon  organization  ? 

14.  What  special  functions  has  the  company  organization?     The 
battalion?    The  regiment? 

15.  In  what  respects  does  the  Army  team  resemble  a  baseball  team? 

16.  What  effect  does  the  failure  of  one  player  have  on  a  team  ? 

17.  What  relation  does  the  failure  of  one  squad  to  achieve  the 
objective  assigned  to  it  have  to  the  achievements  of  the  platoon? 
The  company?    The  regiment? 

18.  When  is  a  man  a  good  soldier? 


14  STUDIES   IN    CITIZENSHIP 

III 

MILITARY  DISCIPLINE 

NOTE  TO  INSTRUCTOR  : 

The  purpose  of  military  discipline  is  to  secure  appropriate,  effec- 
tive, and  prompt  action  on  all  occasions,  whether  the  soldier  is  placed 
where  he  can  act  under  orders  or  is  so  situated  that  he  must  act  upon 
his  own  initiative.  This  indicates  the  necessity  for  the  development 
of  the  habit  of  instant  obedience  to  orders,  and  the  habit  of  prompt 
execution  of  his  own  decisions  when  occasion  arises. 

No  mechanical  formula  can  be  given  for  the  development  of  these 
tendencies  to  act.  At  times  it  is  necessary  to  exercise  arbitrary  and 
driving  authority.  By  and  large,  however,  the  soldier  who  takes  an 
interest  in  his  work  and  who  understands  its  purpose  and  importance 
will  be  more  reliable  than  the  one  who  yields  passive  obedience  only. 

The  skillful  leader  will  employ  any  or  all  means  at  his  legitimate 
disposal  to  achieve  the  ends  desired.  Experience  has  shown  that  men 
are  actuated  by  many  motives  and  the  best  results  are  secured  when 
the  soldier  has  confidence  in  his  officer,  is  ambitious  to  advance,  under- 
stands the  significance  of  what  he  is  doing,  and  likes  military  life. 
One  effective  way  to  build  up  these  desirable  attitudes  is  through 
carefully  directed  discussions  of  the  meaning  and  purpose  of  dis- 
cipline and  the  means  employed  to  secure  it. 
INTRODUCTORY  QUESTIONS: 

1.  How  do  the  players  of  a  football  game  know  what  to  do? 

2.  Why  do  they  have  signals? 

3.  Why  do  they  practice  their  plays  over  and  over  ? 

4.  What  would  happen  if  each  player  paid  no  attention  to  the 
signals  and  tried  to  do  as  he  pleased  ? 

5.  When  does  a  player  have  to  use  his  own  judgment? 

6.  In  what  respects  is  a  soldier  like  a  member  of  a  football  team  ? 

7.  Why  can  100  trained  soldiers  control  a  mob  of  a  thousand  men  ? 

8.  What  is  the  difference  between  an  army  and  a  mob? 

READINGS  : 

1 

At  one  of  the  training  camps  during  the  war  an  officer  addressed 
a  squad  of  new  recruits  as  follows : 

"Men,  I  want  you  to  get  the  right  idea  of  the  salute.  I  do  not 
want  you  to  think  that  you  are  being  compelled  to  salute  me  as 
an  individual.  No !  When  3^011  salute  me,  you  are  simply  rendering 
respect  to  the  power  I  represent;  and  the  power  I  represent  is  you. 


FOE  RECRUITS  15 

Now,  let  me  explain.  You  elect  the  President  of  the  United  States, 
and  the  President  of  the  United  States  grants  me  a  commission  to 
represent  his  authority  in  this  Army.  His  only  authority  is  the 
authority  that  you  invest  in  him  when  you  elect  him  President. 
Now,  when  you  salute  an  officer,  you  salute  not  the  man,  but  the 
representative  of  your  authority.  The  salute  is  going  to  be  rigidly 
enforced  in  this  Army,  and  I  want  you  to  get  the  right  idea  of  it. 
I  want  you  to  know  what  you  salute  and  why." 
(Adapted  from  Community  Civics,  Dunn,  p.  51.) 

2 

When  people  use  the  word  "habit,"  in  the  majority  of  instances 
it  is  a  bad  habit  which  they  have  in  mind.  They  talk  of  the  smoking 
habit,  and  the  swearing  habit,  and  the  drinking  habit,  but  not  of 
the  habit  of  obedience,  or  the  habit  of  self-control,  or  the  habit  of 
courage.  But  the  fact  is  that  our  virtues  are  habits  as  much  as  our 
vices.  All  our  life,  so  far  as  it  has  definite  form,  is  but  a  mass  of 
habits.  *  *  * 

Ninety-nine  hundredths,  or,  possibly,  nine  hundred  and  ninetv- 
nine  thousandths  of  our  activity  is  purely  habitual,  from  our  rising 
in  the  morning  to  our  lying  dowrn  each  night.  Our  dressing  and 
undressing,  our  eating  and  drinking,  our  greetings  and  partings,  our 
hat  raisings  and  giving  way  for  ladies  to  precede;  nay,  even  most 
of  the  forms  of  our  common  speech,  are  things  of  a  type  so  fixed  by 
repetition  that  we  do  them  without  thinking. 

*  *  *  There  is  no  more  miserable  human  being  than  one  to 
whom  nothing  is  habitual  but  indecision,  and  for  whom  the  lighting 
of  every  cigar,  the  time  of  rising  and  going  to  bed  every  day,  and  the 
beginning  of  every  bit  of  wrork  are  subjects  of  express  volitional 
deliberation.  Full  half  the  time  of  such  a  man  goes  to  the  deciding 
or  regretting  of  matters  which  ought  to  be  so  ingrained  in  him  as 
practically  not  to  exist  for  his  consciousness  at  all. 

(Adapted  from  Talks  to  Teachers,  Wm.  James,  pp.  64-67.) 


In  all  this  Cuban  business  there  is  one  man  that  stands  out  on 
the  horizon  of  my  memory  like  Mars  at  perihelion.  When  war 
broke  out  between  Spain  and  the  United  States,  it  was  necessary 
to  communicate  quickly  with  the  leader  of  the  insurgents.  Garcia 
was  somewhere  in  the  mountain  fastness  of  Cuba — no  one  knew 
where.  No  mail  or  telegraph  message  could  reach  him.  The  Presi- 
dent must  secure  his  cooperation  and  quickly. 

What  to  do ! 


16  STUDIES  IN   CITIZENSHIP 

Some  one  said  to  the  President,  "  There's  a  fellow  by  the  name 
of  Rowan  who  will  find  Garcia  for  you.  if  anybody  can." 

Rowan  was  sent  for  and  given  a  letter  to  be  delivered  to  Garcia. 

"  The  fellow  by  the  name  of  Rowan  "  took  the  letter,  sealed  it  up 
in  an  oilskin  pouch,  strapped  it  over  his  heart,  in  four  days  landed 
by  night  off  the  coast  of  Cuba  from  an  open  boat,  disappeared  into 
the  jungle,  and  in  three  weeks  came  out  on  the  other  side  of  the 
island,  having  traversed  a  hostile  country  on  foot  and  delivered  his 
letter  to  Garcia. 

McKinley  gave  Rowan  a  letter  to  be  delivered  to  Garcia;  Rowan 
took  the  letter  and  did  not  ask,  "  Where  is  he  at?"  By  the  Eternal! 
there  is  a  man  whose  form  should  be  cast  in  deathless  bronze  and 
the  statue  placed  in  every  college  of  the  land.  It  is  not  book  learn- 
ing men  need,  nor  instruction  about  this  and  that,  but  a  stiffening 
of  the  vertebrae  which  will  cause  them  to  be  loyal  to  a  trust,  to  act 
promptly,  concentrate  their  energies ;  do  the  thing — "  carry  a  mes- 
sage to  Garcia !  " 

No  man  who  has  endeavored  to  carry  out  an  enterprise  where 
many  hands  are  needed  but  has  been  well-nigh  appalled  at  times 
by  the  imbecility  of  the  average  man — the  inability  or  unwilling- 
ness to  concentrate  on  a  thing  and  to  do  it.  *  Put  this 
matter  to  a  test;  you  are  sitting  now  in  your  office — six  clerks  are 
within  call.  Summon  any  one  and  make  this  request :  "  Please  look 
in  the  encyclopedia  and  make  a  brief  memorandum  for  me  con- 
cerning the  life  of  Correggio." 

Will  the  clerk  quietly  say,  "  Yes,  sir,"  and  go  do  the  task? 

On  your  life  he  will  not.  He  will  look  at  you  out  of  a  fishy  eye, 
and  ask  one  or  more  of  the  following  questions : 

Who  is  he? 

What  encyclopedia? 

Where  is  the  encyclopedia  ? 

Was  I  hired  for  that? 

Don't  you  mean  Bismarck? 

What's  the  matter  with  Charlie  doing  it  ? 

Is  there  any  hurry  ? 

Shan't  I  bring  you  the  book  and  let  you  look  it  up  yourself? 

What  do  you  want  it  for? 

And  I  will  lay  you  10  to  1  that  after  you  have  answered  the  ques- 
tions, and  explained  how  to  find  the  information,  and  why  you  want 
it,  the  clerk  will  go  off  and  get  one  of  the  other  clerks  to  help  him  find 
Garcia — and  then  come  back  and  tell  you  there  is  no  such  man.  Of 
course,  I  may  lose  my  bet,  but  according  to  the  law  of  averages,  I  will 
not.  *  *  * 

My  heart  goes  out  to  the  man  who  does  his  work  when  the  "  boss  " 
is  away  as  well  as  when  he  is  at  home.  And  the  man  who,  when  given 


FOR  RECRUITS  17 

a  letter  for  Garcia,  quietly  takes  the  missive,  without  asking  any 
idiotic  questions,  and  with  no  lurking  intention  of  chucking  it  into 
the  nearest  sewer,  or  of  doing  aught  else  but  delivering  it,  never  gets 
"  laid  off,"  nor  has  to  go  on  a  strike  for  higher  wages.  Civilization 
is  one  long  anxious  search  for  just  such  individuals.  Anything  such 
a  man  asks  shall  be  granted ;  his  kind  is  so  rare  that  no  employer  can 
afford  to  let  him  go.  Pie  is  wanted  in  every  city,  town,  and  village — 
in  every  office,  shop,  store,  and  factory.  The  world  cries  out  for 
such;  he  is  needed,  and  needed  badly — the  man  who  can  carry  a 
message  to  Garcia. 

(Adapted  from  the  Message  to  Garcia,  Elbert  Hubbard.) 

QUESTIONS  ON  READINGS  : 

1.  What  is  the  meaning  of  the  salute? 

2.  Why  is  the  salute  good  for  discipline? 

3.  What  is  a  habit  ?     How  are  habits  acquired  ? 

4.  What  are  good  habits? 

5.  What  did  Rowan  do? 

6.  Why  was  Rowan  given  the  mission  of  finding  Garcia  ? 

7.  How  was  Rowan  different  from  the  clerks  described  ? 

8.  What  kind  of  an  Army  would  it  be  if  soldiers  behaved  like  the 
clerks  when  given  orders? 

9.  What  is  meant  by  a  "  stiffening  of  the  vertebrae  "  ? 

10.  What  is  the  purpose  of  military  discipline  ? 

11.  How  does  military  discipline  influence  the  soldier  to  do  his 
duty  when  his  commanding  officer  is  not  in  sight  ? 

5008°— 22 2 


18  STUDIES  IN    CITIZENSHIP 

IV 

MILITARY  LAW 

NOTE  TO  INSTRUCTOR  : 

Wherever  people  are  dependent  upon  one  another  and  work  to- 
gether there  must  be  rules  to  regulate  their  actions — "rules  of  the 
game."  In  the  Army  these  rules  are  enactments  of  Congress  and  are 
called  military  laws.  Since  ignorance  of  the  law  excuses  no  one,  it 
is  important  that  those  who  are  subject  to  military  law  know  what 
these  laws  are  and  what  are  their  rights  and  duties  under  them. 
Such  is  the  purpose  of  the  next  two  periods. 

INTRODUCTORY  QUESTIONS  : 

1.  What  is  the  importance  of  having  certain  rules  in  any  athletic 
game? 

2.  Why  is  it  essential  that  the  players  know  the  rules  of  the  game  ? 

3.  'Why  do  we  have  laws? 
READING  : 

The  following-  regulations  are  taken  from  the  Articles  of  War  as 
recently  approved : 

ARTICLE  3.  C  ourta-rnartial  classified. — Courts-martial  shall  be  of 
three  kinds,  namely:  First,  general  courts-martial;  second,  special 
courts-martial;  and  third,  summary  courts-martial. 

ARTICLE  12.  General  courts-martwl- — General  courts-martial 
shall  have  power  to  try  any  person  subject  to  military  la\v  for  any 
crime  or  offense  made  punishable  by  these  articles,  and  any  other 
person  who  by  the  law  of  war  is  subject  to  trial  by  military  tribu- 
nals: Provided,  That  no  officer  shall  be  brought  to  trial  before  a 
general  court-martial  appointed  by  the  Superintendent  of  the  Mili- 
tary Academy:  Provided  further,  That  the  officer  competent  to  ap- 
point a  general  court-martial  for  the  trial  of  any  particular  case  may, 
when  in  his  judgment  the  interest  of  the  service  shall  so  require, 
cause  any  case  to  be  tried  by  a  special  court-martial,  notwithstand- 
ing the  limitations  upon  the  jurisdiction  of  the  special  court-martial 
as  to  offenses  set  out  in  article  13;  but  the  limitations  upon  juris- 
diction as  to  persons  and  upon  punishing  power  set  out  in  said  ar- 
ticle shall  be  observed. 

ARTICLE  13.  Special  courts-martial-. — Special  courts-martial  shall 
have  power  to  try  any  person  subject  to  military  law  for  any  crime 
or  offense  not  capital  made  punishable  by  these  articles:  Provided, 
That  the  President  may,  by  regulations,  except  from  the  jurisdiction 
of  special  courts-martial  any  class  or  classes  of  persons  subject  to 
military  law. 


FOR   RECRUITS  19 

Special  courts-martial  shall  not  have  power  to  adjudge  confine- 
ment in  excess  of  six  months,  nor  to  adjudge  forfeiture  of  more  than 
two-thirds  pay  per  month  for  a  period  of  not  exceeding  six  months. 

ARTICLE  14.  Summary  courts -martial. — Summary  courts-martial 
shall  have  power  to  try  any  person  subject  to  military  law,  except 
an  officer,  a  member  of  the  Army  Nurse  Corps,  a  warrant  officer, 
an  Army  field  clerk,  a  field  clerk  Quartermaster  Corps,  a  cadet  or  a 
soldier  holding  the  privileges  of  a  certificate  of  eligibility  to  promo- 
tion, for  any  crime  or  offense,  not  capital,  made  punishable  by  these 
articles :  Provided,  That  noncommissioned  officers  shall  not,  if  they 
object  thereto,  be  brought  to  trial  before  a  summary  court-martial 
without  the  authority  of  the  officer  competent  to  bring  them  to  trial 
before  a  general  court-martial:  Provided  further,  That  the  Presi- 
dent may,  by  regulations,  except  from  the  jurisdiction  of  summary 
courts-martial  any  class  or  classes  of  persons  subject  to  military 
law. 

Summary  courts-martial  shall  not  have  power  to  adjudge  con- 
finement in  excess  of  one  month,  restriction  to  limits  for  more  than 
three  months,  or  forfeiture  or  detention  of  more  than  two-thirds  of 
one  month's  pay. 

ARTICLE  15.  Jurisdiction  not  exclusive. — The  provisions  of  these 
articles  conferring  jurisdiction  upon  courts-martial  shall  not  be 
construed  as  depriving  military  commissions,  provost  courts,  or 
other  military  tribunals  of  concurrent  jurisdiction  in  respect  of 
offenders  or  offenses  that  by  statute  or  by  the  law  of  war  may  be 
triable  by  such  military  commissions,  provost  courts,  or  other 
military  tribunals. 

AKTICLE  17.  Trial  judge  advocate  to  prosecute;  counsel  to  defend. — 
The  trial  judge  advocate  of  a  general  or  special  court-martial  shall 
prosecute  in  the  name  of  the  United  States,  and  shall,  under  the 
direction  of  the  court,  prepare  the  record  of  its  proceedings.  The 
accused  shall  have  the  right  to  be  represented  in  his  defense  before 
the  court  by  counsel  of  his  own  selection,  civil  counsel  if  he  so  pro- 
vides, or  military  if  such  counsel  be  reasonably  available,  otherwise 
by  the  defense  counsel  duly  appointed  for  the  court  pursuant  to 
Article  11.  Should  the  accused  have  counsel  of  his  own  selection. 
the  defense  and  assistant  defense  counsel,  if  any,  of  the  court  shall, 
if  the  accused  so  desires,  act  as  his  associate  counsel. 

ARTICLE  24.  Compulsory  self-incrimination  prohibited. — No  wit- 
ness before  a  military  court,  commission,  court  of  inquiry,  or  board, 
or  before  any  officer  conducting  an  investigation,  or  before  any 
officer,  military  or  civil,  designated  to  take  a  deposition  to  be  read 
in  evidence  before  a  military  court,  commission,  court  of  inquiry,  or 
board,  or  before  an  officer  conducting  an  investigation,  shall  be  com- 
pelled to  incriminate  himself  or  to  answer  any  question  the  answer 


20  STUDIES   IN   CITIZENSHIP 

to  which  may  tend  to  incriminate  him,  or  to  answer  any  question  not 
material  to  the  issue  when  such  answer  might  tend  to  degrade  him. 

ARTICLE  28.  Certain  acts  to  constitute  desertion. — Any  soldier  who, 
without  having  first  received  a  regular  discharge,  again  enlists  in  the 
Army,  or  in  the  militia  when  in  the  service  of  the  United  States, 
or  in  the  Navy  or  Marine  Corps  of  the  United  States,  or  in  any 
foreign  army,  shall  be  deemed  to  have  deserted  the  service  of  the 
United  States;  and  where  the  enlistment  is  in  one  of  the  forces  of 
the  United  States  mentioned  above,  to  have  fraudulently  enlisted 
therein. 

Any  person  subject  to  military  law  who  quits  his  organization 
or  place  of  duty  with  the  intent  to  avoid  hazardous  duty  or  to  shirk 
important  service  shall  be  deemed  a  deserter. 

QUESTIONS  ON  READING  : 

1.  What  is  the  importance  of  insisting  that  a  soldier,  whether 
officer  or  enlisted  man,  give  instant  obedience  to  his  superior? 

2.  What  is  the  advantage  of  having  men  in  an  organization  know 
what  is  expected  of  them? 

3.  Why  is  it  ordered  that  certain  of  the  Articles  of  War  be  read 
to  a  man  when  he  enlists  and  at  regular  intervals  thereafter? 

4.  Why  must  we  have  courts-martial? 

5.  What  are  the  three  kinds  of  courts-martial  ? 

6.  What  is  the  meaning  of  the  word  "jurisdiction"? 

7.  What  is  the  jurisdiction  of  each  of  these  courts-martial: 

(a)  As  to  persons? 
(5)  As  to  punishment? 

8.  What  is  meant  by  self -incrimination  ?    How  is  it  regarded  by  a 
military  court? 

9.  Who  decides  whether  an  answer  to  a  question  will  incriminato 
the  witness? 

10.  Can  the  accused  be  compelled  to  testify  in  all  cases  ?    In  what 
cases? 


FOR  RECRUITS  21 


MILITARY  LAW  (Continued) 

NOTE  TO  INSTRUCTOR  : 

The  purpose  of  this  period  is  the  same  as  that  of  the  previous  les- 
son. A  few  hypothetical  cases  are  given.  The  instructor,  out  of 
his  experience  and  actual  contacts,  will  be  able  to  add  many  others 
to  help  drive  home  the  lessons  most  needed  in  the  particular  organ- 
ization. 

INTRODUCTORY  QUESTIONS  : 

1.  AVhy  is  it  that  two  persons  need  more  rules  or  laws  than  one 
person  ? 

2.  The  American  Indians  had   very  few  laws.     The   American 
Nation  to-day  has  thousands  of  laws.     Explain. 

3.  The  strictest  rules  ever  made  are  to  be  found  in  the  Army. 
Why  is  this? 

4.  How  do  the  Articles  of  War  protect  the  life,  liberty,  and  prop- 
erty of  soldiers? 

READING  : 

ARTICLE  58.  Desertion. — Any  person  subject  to  military  laws  who 
deserts  or  attempts  to  desert  the  service  of  the  United  States  shall, 
if  the  offense  be  committed  in  time  of  war,  suffer  death  or  such 
other  punishment  as  a  court-martial  may  direct,  and,  if  the  offense 
be  committed  at  any  other  time,  any  punishment,  excepting  death, 
that  a  court-martial  may  direct. 

ARTICLE  59.  Advising  or  aiding  another  to  desert. — Any  person 
subject  to  military  law  who  advises  or  persuades  or  knowingly 
assists  another  to  desert  the  service  of  the  United  States  shall,  if 
the  offense  be  committed  in  time  of  war,  suffer  death  or  such  other 
punishment  as  a  court-martial  may  direct,  and  if  the  offense  be 
committed  at  any  other  time,  any  punishment,  excepting  death,  that 
a  court-martial  may  direct. 

ARTICLE  61.  Absence  without  leave. — Any  person  subject  to  mili- 
tary law  who  fails  to  repair  at  the  fixed  time  to  the  properly  ap- 
pointed place  of  duty,  or  goes  from  the  same  without  proper  leave, 
or  absents  himself  from  his  command,  guard,  quarters,  station,  or 
camp  without  proper  leave,  shall  be  punished  as  a  court-martial  may 
direct. 

ARTICLE  106.  Arrest  of  deserters  ~b\j  civil  officials. — It  shall  be 
lawful  for  any  civil  officer  having  authority  under  the  laws  of  the 
United  States,  or  of  any  State,  Territory,  District,  or  possession  of 


22  STUDIES   IN   CITIZENSHIP 

the  United  States,  to  arrest  offenders,  summarily  to  arrest  a  deserter 
from  the  military  authorities  of  the  United  States. 

ARTICLE  63.  Disrespect  toward  superior  officer. — Any  person  sub- 
ject to  military  law  who  behaves  himself  with  disrespect  toward  his 
superior  officer  shall  be  punished  as  a  court-martial  may  direct. 

ARTICLE  64.  Assaulting  or  willfully  disobeying  superior  officer. — 
Any  person  subject  to  military  law  who,  on  any  pretense  whatso- 
ever, strikes  his  superior  officer  or  draws  or  lifts  up  any  weapon  or 
offers  any  violence  against  him,  being  in  the  execution  of  his  office,  or 
willfully  disobeys  any  lawful  command  of  his  superior  officer,  shall 
suffer  death  or  such  other  punishment  as  a  court-martial  may  direct. 

ARTICLE  65.  Insubordinate  conduct  toward  noncommissioned  offi- 
cer.— Any  soldier  who  strikes  or  assaults,  or  who  attempts  or  threatens 
to  strike  or  assault,  or  willfully  disobeys  the  lawful  order  of  a  war- 
rant officer  or  a  noncommissioned  officer,  while  in  the  execution  of  his 
office,  or  uses  threatening  or  insulting  language,  or  behaves  in  an 
insubordinate  or  disrespectful  manner  toward  a  warrant  officer  or  a 
noncommissioned  officer  while  in  the  execution  of  his  office,  shall  be 
punished  as  a  court-martial  may  direct. 

ARTICLE  66.  Mutiny  or  sedition. — Any  person  subject  to  military 
law  Avho  attempts  to  create,  or  who  begins,  excites,  causes,  or  joins 
in  any  mutiny  or  sedition  in  any  company,  party,  post,  camp,  detach- 
ment, guard,  or  any  other  command,  shall  suffer  death  or  such  other 
punishment  as  a  court-martial  ma}r  direct. 

ARTICLE  75.  Misbehavior  before  the  enemy. — Any  officer  or  soldier 
who,  before  the  enemy,  misbehaves  himself,  runs  away,  or  shame- 
fully abandons  or  delivers  up  or  by  any  misconduct,  disobedience,  or 
neglect  endangers  the  safety  of  any  fort,  post,  camp,  guard,  or  other 
command  which  it  is  his  duty  to  defend,  or  speaks  words  inducing 
others  to  do  the  like,  or  casts  away  his  arms  or  ammunition,  or  quits 
his  post  or  colors  to  plunder  or  pillage,  or  by  any  means  whatsoever 
occasions  false  alarms  in  camp,  garrison,  or  quarters,  shall  suffer 
death  or  such  other  punishment  as  a  court-martial  may  direct. 

ARTICLE  86.  Misbehavior  of  sentinel. — Any  sentinel  who  is  found 
drunk  or  sleeping  upon  his  post,  or  who  leaves  it  before  he  is  regu- 
larly relieved,  shall,  if  the  offense  be  committed  in  time  of  war.  suffer 
death  or  such  other  punishment  as  a  court-martial  may  direct;  ami 
if  the  offense  be  committed  in  time  of  peace,  he  shall  suffer  any 
punishment,  except  death,  that  a  court-martial  may  direct. 

ARTICLE  89.  Good  order  to  be  maintained  and  wrongs  redressed. — 
All  persons  subject  to  military  law  are  to  behave  themselves  orderly 
in  quarters,  garrison,  camp,  and  on  the  march ;  and  any  person  sub- 
ject to  military  law  who  commits  any  waste  or  spoil,  or  willfully 
destroys  any  property  whatsoever  (unless  by  order  of  his  command- 


FOB   RECRUITS  23 

ing  officer),  or  commits  any  kind  of  depredation  or  riot,  shall  be 
punished  as  a  court-martial  may  direct.  Any  commanding  officer 
who.  upon  complaint  made  to  him,  refuses  or  omits  to  see  reparation 
made  to  the  party  injured,  in  so  far  as  the  offender's  pay  shall  go 
toward  such  reparation,  as  provided  for  in  Article  105.  shall  be  dis- 
missed from  the  service,  or  otherwise  punished,  as  a  court  -ma  rtial 
may  direct. 

ARTICLE  96.  General  article. — Though  not  mentioned  in  these 
articles,  all  disorders  or  neglects  to  the  prejudice  of  good  order  and 
military  discipline,  all  conduct  of  a  nature  to  bring  discredit  upon 
the  military  service,  and  all  crimes  or  offenses  not  capital  of  which 
persons  subject  to  military  law  may  be  guilt}7  shall  be  taken 
cognizance  of  by  a  general  or  special  or  summary  court-martial,  ac- 
cording to  the  nature  and  degree  of  the  offense,  and  punished  at  the 
discretion  of  such  court. 

ARTICLE  109.  Oafk  of  enlistment. — At  the  time  of  his  enlistment 

every  soldier  shall  take  the  following  oath  or  affirmation:  "  I, 

,  do  solemnly  swear  (or  affirm)  that  I  will  bear  true 

faith  and  allegiance  to  the  United  States  of  America :  that  I  will 
serve  them  honestly  and  faithfully  against  all  their  enemies  whomso- 
ever; and  that  I  will  obey  the  orders  of  the  President  of  the  United 
States  and  the  orders  of  the  officers  appointed  over  me,  according  to 
the  Rules  and  Articles  of  War."  This  oath  or  affirmation  may  be 
taken  beiore  any  officer. 

ARTICLE  110.  Certain  articles  to  be  read  and  explained. — Articles 
1,  2,  and  29,  54  to  96,  inclusive,  and  104  to  109,  inclusive,  shall  be 
read  and  explained  to  every  soldier  at  the  time  of  his  enlistment  and 
muster  in,  or  within  six  days  thereafter,  and  shall  be  read  and  ex- 
plained once  every  six  months  to  the  soldiers  of  every  garrison,  regi- 
ment, or  company  in  the  service  of  the  United  States. 

QUESTIONS  ON  READING: 

1.  When  is -a  soldier  a  deserter? 

2.  What  is  the  distinction  between  deserting  and  attempting  to 
desert  ? 

:').  What  punishment  may  be  given  a  deserter  in  time  of  war?  In 
time  of  peace  ? 

4.  Why  should  the  punishment  for  any  person  subject  to  military 
law  who  advises  or  persuades  or  knowingly  assists  another  to  desert 
be  the  same  as  the  punishment  for  the  deserter? 

5.  What  is  meant  by  mutiny?     What  is  the  penalty? 

6.  In  what  respects  does  Article  96  cover  all  other  articles  ?    How 
is  it  possible  to  try  a  person  subject  to  military  control  under  this 
article  when  trial  under  other  articles  is  not  possible  ? 


24  STUDIES  IN    CITIZENSHIP 

7.  Under  what  conditions  can  a  person  subject  to  military  law  be 
brought  to  trial  by  civil  authorities?     (See  Art.  74.) 

8.  In  addition  to  approval,  when  is  the  confirmation  of  the  Presi- 
dent required  before  the  sentence  of  a  court-martial  can  be  carried 
into  execution?     (See  Art.  48.) 

9.  Private  Brown,  without  having  been  discharged,  again  enlists 
in  the  Army  or  in. the  militia  in  the  service  of  the  United  States. 
Of  what  offense  is  he  guilty?     What  courts-martial  may  try  him? 
What  proof  is  necessary  to  convict  him  ? 

10.  Where  a  prisoner  is  committed  to  the  commander  of  a  guard, 
party,  escort,  or  convoy,  and  is  released  by,  or  escapes  from,  a  sub- 
ordinate or  subordinates  to  whom  the  commander  has  duly  delegated 
custody  of  the  prisoner,  or  to  whom  that  duty  falls  as  an  incident 
of  duty,  who  is  responsible  ?    What  is  the  usual  penalty  ? 

11.  Private  Jones,  in  time  of  war,  made  known  to  Brown  a  cer- 
tain countersign,  thinking  that  Brown  was  entitled  to  receive  it. 
Brown  was  not  entitled  to  receive  it  and  Jones  was  arrested.    Will 
the  fact  that  Jones  thought  Brown  was  entitled  to  receive  the  counter- 
sign be  a  good  defense  ?    Why  ?    Suppose  Jones  was  not  entitled  to 
receive  the  countersign  and  had  just  happened  to  find  out  what  it  was. 
Would  he  still  be  guilty  ?    What  is  the  punishment  for  an  offense  of 
this  kind? 


FOE  RECRUITS  25 


VI 

ENGLISH 

XOTE  TO  INSTRUCTOR  : 

The  upshot  of  the  five  preceding  lessons  is  that  organization  is 
essential  to  the  proper  functioning  of  any  group — particularly  the 
Army.  The  purpose  here  is  to  restate  the  case  as  concisely  as  pos- 
sible. Attention  should  be  given  to  the  method  of  expressing  the 
thought. 

It  is  not  enough  only  to  have  the  men  express  themselves  orally. 
After  the  preliminary  oral  summary  based  on  questions  as  here  sug- 
gested, the  instructor  should  have  the  men  reduce  their  thoughts 
to  a  brief  written  statement.  He  should  take  advantage  of  this 
timely  opportunity  to  teach  practical  English  expressions. 

REVIEW  QUESTIONS: 

1.  What  is  meant  by  team  work? 

2.  Tell  about  some  game  that  was  lost  because  of  poor  team  work. 

3.  Would  it  be   possible  to  have   a  Government  without  laws? 
Why? 

4.  Did  you  ever  hear  of  a  large  business  concern  that  had  no  rules 
or  regulations  ?     Why  should  a  factory  have  rules  ? 

5.  Why  are  rules  made  for  the  playing  of  all  games  ? 

6.  A  football  coach  will  put  his  best  player  off  the  team  just  be- 
fore an  important  game  if  the  player  breaks  the  rules  of  training. 
Why  should  he  do  this? 

7.  What  are  the  advantages  of  having  trains  run   on  schedule 
time?     Who  is  responsible  for  running  them  on  time? 

8.  If  everybody  wanted  always  to  do  what  is  right,  would  we  need 
laws  or  rules  of  conduct  ?     Why  ? 

9.  Why  should  an  army  have  regulations  and  require  absolute 
obedience  to  them? 

Write  not  more  than  12  sentences  on  the  subject,  Why  rules  and 
regulations  are  necessary  in  the  Army. 

NOTE  TO  INSTRUCTOR  : 

After  the  oral  review  of  the  preceding  five  lessons,  the  men  prob- 
ably know  why  rules  and  regulations  are  necessary  in  the  Army, 
but  many  of  them  do  not  know  how  to  write  well  what  they  know 
about  it.  Let  them  try.  When  you  have  given  them  reasonable 
time  to  write  their  sentences,  they  will  probably  feel  the  need  of 
help.  It  is  then  your  chance  to  teach. 


26  STUDIES   IN    CITIZEN  SHIP 

If  it  is  possible,  have  a  blackboard  at  hand.  Take  charge  of  the 
class.  Remind  the  men  that  good  writing  follows  clear  thinking 
and  careful  planning.  A  good  sentence  is  easy  to  understand.  It 
seizes  upon  a  thought  and  holds  it  to  the  end.  It  uses  the  simplest 
words  possible  and  admits  only  the  words  that  are  necessary.  It 
possesses  the  exactness  professed  by  the  business  man  who  has  over 
his  door  the  motto,  "  No  admission  except  on  business." 

But  here  they  are  to  write  not  one  sentence  only,  but  12  sen- 
tences on  one  subject.  To  do  this  they  must  have  a  starting  pla-  e 
nnd  a  definite  place  to  go.  The  end  is  settled  for  them.  They  must 
say  why  rules  and  regulations  are  necessary  in  the  Army.  Obvi- 
ously, however,  they  may  start  from  many  different  places.  12 
thought  stages  or  sentences  away.  Once  they  have  made  a  start,  they 
must  go  directly  to  the  end.  Each  sentence  must  take  the  thought 
and  carry  it  forward.  Together  the  sentences  must  make  it  plain 
why  the  Army  should  have  rules  and  regulations. 

Ask  the  men  to  keep  their  sentences  for  reference  while  they  help 
you  write  the  12  sentences  on  the  blackboard.  Discuss  with  them 
each  thought  step  you  take.  One  way  to  do  this  follows : 

1.  Since  we  are  to  write  about  why  the  Army  needs  rules  and  reg- 
ulations, the  question  arises,  does  the  Army  need  rules:  and  if  it  does, 
is  it  the  only  organization  that  has  to  have  regulations  ?     Of  coi 

we  know  that  any  kind  of  an  organization  has  to  have  rules  and 
regulations.  This  gives  us  a  clue  to  our  first  sentence.  Let  us  a.  In  at 
this  in  the  following  statement  or  sentence. 

In  these  days,  whenever  a  thing  is  to  be  done — a  railroad  to  be 

built,  a  factory  to  be  run,  a  game  to  be  played,  or  an.  army  to 

be  organized — there  must  be  a  definite  plan  of  what  is  to  be  done 

and  a  group  of  people  to  do  it. 

or 

In  these  days,  whenever  a  thing  is  to  be  done,  there  must  be  a 

definite  plan  of  what  is  to  be  done  and  a  group  of  people  to  do  it. 

Question.  Which  of  these  sentences  is  better  ?     Why  ? 
(Erase  the  sentence  rejected.) 

2.  Now,  let  us  see  if  we  can  get  a  suggestion  for  our  second  sen- 
tence from  this  one.    We  have  said  that  when  a  thing  is  to  be  done 
there  must  be  a  plan  and  a  group  of  people.     Do  you  suppose  that  a 
group  of  people  could  go  to  work  on  a  project  without  deciding  what 
part  each  should  do  and  making  rules  for  doing  the  job?     Would 
they  get  much  done  if  each  went  his  own  way,  doing  what  he  thought 
best?     Why? 


FOR   RECRUITS  27 

Let  us  put  the  thought  into  two  or  three  sentences : 

When  people  do  things  together  they  must  have  rules  to  work 
by  and  must  obey  them.  If  the  members  of  the  group  fail  to 
follow  the  plan  or  to  obey  the  rules,  they  come  to  confusion. 
This  is  true  in  any  enterprise  of  work  or  play. 

3.  Now,  we  have  a  general  statement  here  in  three  sentences  that 
if  a  group  of  people  working  on  a  particular  task  fail  to  follow  the 
rules,  they  come  to  confusion.     Can  we  support  this  general  state- 
ment by  giving  specific  examples?     Let  us  try  it  in  the  following 
group  of  sentences : 

In  a  baseball  game  there  are  nine  players  each  having  a  spe- 
cial thing  to  do.  If  a  player  fails  to  do  his  part  as  indicated 
in  the  plan,  or  if  he  disobeys  the  rules  of  the  game,  he  en- 
dangers the  interests  of  the  whole  team.  In  the  manufacture 
of  shoes  there  are  over  100  different  processes.  If  a  man  in 
charge  of  any  one  of  these  processes  fails  to  do  his  part,  he  dis- 
turbs the  work  of  the  whole  factory.  It  requires  but  little  imagi- 
nation to  foresee  what  would  occur  if  the  public  schools  had 
no  rules  and  regulations,  or  required  no  one  to  obey  them  if  they 
had  them. 

4.  Now,  if  rules  and  regulations  are  so  universally  used  to  promote 
the  effective  operation  of  a  group  of  people  engaged  upon  an  en- 
terprise, can  we  conclude  that  they  are  equally  necessary  for  an 
army?     Would  we  be  justified  in  saying  that  they  are  even  more 
necessary  in  an  army  than  in  other  organizations?     If  we  are  so 
justified,  let  us  first  make  the  general  statement  to  that  effect,  con- 
necting it  up  with  what  we  have  just  said: 

In  such  enterprises  as  these,  however,  the  results  of  disregard 
for  rules  are  as  nothing  to  disobedience  in  an  army. 

Question.  Can  you  suggest  a  better  way  to  state  this  idea?     If  a 
better  sentence  is  suggested,  use  it. 

5.  Why  can  we  make  such  a  broad  statement  about  the  Army? 
Let  us  express  this  in  a  sentence  or  two  : 

In  an  army  the  stake  is  human  life  and  national  honor.  The 
rules  and  regulations  in  an  army,  therefore,  must  be  worked 
out  in  great  detail,  and  must  be  observed  with  instant  obedi- 
ence by  every  soldier  from  the  commander  to  the  private. 

6.  Now,  have  the  men  copy  in  their  notebooks  the  12  sentences 
you  have  developed  on  the  blackboard.     Unless  there  have  been 
better  sentences   suggested   in   certain   cases,   they   will   appear    as 
follows : 

In  these  days,  whenever  a  thing  is  to  be  done — a  railroad  to 
be  built,  a  factory  to  be  run,  a  game  to  be  played,  or  an  Army 


28  STUDIES  IN   CITIZENSHIP 

to  be  organized — there  must  be  a  definite  plan  of  what  is  to  be 
done  and  a  group  of  people  to  do  it.  When  people  do  things 
together  they  must  have  rules  to  work  by  and  must  obey 
them.  If  the  members  of  the  group  fail  to  follow  the  plan 
or  obey  the  rules,  they  come  to  confusion.  This  is  true  in  any 
enterprise  of  work  or  play.  In  a  baseball  game  there  are  nine 
players,  each  having  a  special  thing  to  do.  If  a  player  fails 
to  do  his  part  as  indicated  in  the  plan,  or  if  he  disobeys  the 
rules  of  the  game,  he  endangers  the  interests  of  the  whole  team. 
In  the  manufacture  of  shoes  there  are  over  100  different  proc- 
esses. If  a  man  in  charge  of  any  one  of  these  processes  fails 
to  do  his  part,  he  disturbs  the  work  of  the  whole  factory.  It 
requires  but  little  imagination  to  foresee  what  would  occur 
if  the  public  schools  had  no  rules  and  regulations,  or  required 
no  one  to  obey  them  if  they  had  them.  In  such  enterprises  as 
these,  however,  the  results  of  disregard  for  rules  are  as  nothing 
to  disobedience  in  an  army.  In  an  army  the  stake  is  human 
life  and  national  honor.  The  rules  and  regulations  here  must  be 
worked  out  in  great  detail  and  observed  with  instant  obedience 
by  every  soldier,  from  the  commander  to  the  private. 
7.  You  can  now  make  the  point  that  good  writing  is  just  the 
orderly  development  of  one's  thought.  One  sentence  suggests  an- 
other. Unless  one  sentence  grows  naturally  out  of  what  preceded  it, 
the  thought  will  be  found  to  be  confused. 


FOE  RECRUITS  29 


VII 
ADMINISTRATION  OF  THE  ARMY 

NOTE  TO  INSTRUCTOR: 

The  control  of  the  Army  goes  back  of  the  officers  to  the  President 
and  Congress  of  the  United  States.  Officers  in  enforcing  obedience 
to  the  rules  and  regulations  are  themselves  obeying  the  orders  of 
the  American  people  given  through  representatives  to  whom  they 
have  intrusted  the  authority  to  govern. 

This  period  affords  opportunity  to  bring  out  the  executive,  legis- 
lative, and  judicial  functions,  not  only  of  the  Government,  but  of 
any  organization.  It  also  affords  opportunity  to  make  elear  the 
place  and  importance  of  staff  service. 

INTRODUCTORY  QUESTIONS  : 

1.  Why  do  we  call  our  country  the  United  States? 

2.  Why  did  the  States  form  a  Union? 

3.  What  holds  the  States  together? 

READINGS  : 

1 

We,  the  people  of  the  United  States,  in  order  to  form  a  more 
perfect  Union,  establish  justice,  insure  domestic  tranquillity,  pro- 
vide for  the  common  defence,  promote  the  general  welfare,  and 
secure  the  blessings  of  liberty  to  ourselves  and  our  posterity,  do 
ordain  and  establish  this  Constitution  for  the  United  States  of 
America. 

ARTICLE  III. 

SECTION  1.  The  judicial  power  of  the  United  States  shall  be  vested 
in  one  Supreme  Court,  and  in  such  inferior  courts  as  the  Congress 
may  from  time  to  time  ordain  and  establish. 

ARTICLE  I. 

SECTION  1.  All  legislative  power  herein  granted  shall  be  vested 
in  a  Congress  of  the  United  States,  which  shall  consist  in  a  Senate 
and  House  of  Representatives. 

SECTION  8.  The  Congress  shall  have  power  *  *  *  to  provide 
for  the  common  defence  *  *  * ; 

To  declare  war,  grant  letters  of  marque  and  reprisal,  and  make 
rules  concerning  captures  on  land  and  water ; 

To  raise  and  support  armies,  but  no  appropriation  of  money  to 
that  use  shall  be  for  a  longer  term  than  two  years ; 


30  STUDIES  IN   CITIZENSHIP 

To  provide  and  maintain  a  Navy ; 

To  make  rules  for  the  Government  and  regulation  of  the  land  and 
naval  forces; 

To  provide  for  calling  forth  the  militia  to  execute  the  laws  of 
the  Union,  suppress  insurrections,  and  repel  invasions; 

To  provide  for  organizing,  arming,  and  disciplining  the  militia, 
and  for  governing  such  parts  of  them  as  may  be  employed  in  the 
service  of  the  United  States,  reserving  to  the  States,  respectively,  the 
appointment  of  the  officers  and  the  authority  of  training  the  militia 
according  to  the  discipline  prescribed  by  Congress. 

ARTICLE  II. 

StcTiosr  1,  The  executive  power  shall  be  vested  in  a  President  of 
the  United  States  of  America. 

SECTION  2.  The  President  shall  be  Commander  in  Chief  of  the 
Army  and  Navy  of  the  United  States,  and  of  the  militia  of  the  sev- 
eral States,  when  called  into  the  actual  service  of  the  United 
States;  *  *  *. 

2 

It  is  impossible  for  the  President  to  know  all  about  the  tilings 
that  the  Government  must  do,  and  he  could  not  see  that  they  were 
all  done  even  if  he  knew  what  ought  to  be  done.  At  present  there 
are  10  executive  departments.  Each  department  has  a  head  called 
a  Secretary.  The  10  Secretaries  make  up  a  Cabinet  who  advises  the 
President  as  to  what  should  be  done,  and  each  Secretary  in  his  own 
department  represents  the  President.  These  departments  are  as 
follows : 

Department  of  State,  July  27,  1789. 

War  Department,  August  7,  1789. 

Department  of  the  Treasury,  September  2,  1789. 

Post  Office  Department,  May  8,  1794. 

Navy  Department,  April  30,  1798. 

Interior  Department,  March  3,  1849. 

Department  of  Justice,  June  22,  1870. 

Department  of  Agriculture,  February  9,  1889. 

Department  of  Commerce,  February  14,  1903. 

Department  of  Labor,  March  3,  1913. 


The  Secretary  of  War  supervises  the  organization,  equipment, 
training  and  movement  of  the  Army.  He  is  aided  by  an  organized 
group  of  officers,  who,  with  the  Chief  of  Staff  and  a  Deputy  Chief 
of  Staff,  form  the  General  Staff.  It  is  the  duty  of  the  General 

o>  y.'H'i'u  to  KM;  '•  ;  • 


FOE    RECRUITS  31 

to  stud}*  army  problems  and  to  formulate  plans  and  policies. 
This  work  is  divided  into  the  divisions; of — 
G-l.  Personnel. 
G-2.  Military  intelligence. 
G-3.  Operations  and  training. 
G-4.  Supply. 

War  plans. 

The  seven  combat  branches  of  the  service  are  as  follows: 
Infantry. — The  primary  weapons  are  the  rifle  and  the  bayonet,  and 
ultimate  success  depends  upon  their  skillful  and  aggressive  use.    Its 
other  weapons  are  auxiliary. 

Cavalry. — The  primary  weapons  in  order  of  their  importance  are 
the  rifle,  the  pistol,  and  the  saber.  Its  other  weapons  are  auxiliary. 
Mobility,  fire  power,  and  shock  are  the  essential  characteristics  of  the 
branch. 

Field  Artillery. — Is  the  artillery  which  accompanies  the  Army  in 
the  field,  and  includes  light  artillery,  horse  artillery,  siege  artillery 
(heavy),  and  mountain  artillery.  Its  primary  weapon  is  the  cannon. 
Its  other  weapons  are  auxiliary.  This  branch  has  no  independent 
role,  and  exists  solely  for  the  purpose  of  assisting  the  other  arms, 
especially  the  Infantry,  upon  the  field  of  battle,  but  its  assistance  is 
absolutely  necessary  in  all  except  minor  operations.  Its  essential 
characteristic  is  fire  power. 

('o<t#t  Artillery. — Is  the  artillery  charged  with  the  service  of  the 
fixed  and  movable  elements  of  the  land  and  coast  fortifications,  of 
railroad  artillery,  antiaircraft  artillery,  and  trench  mortar  artillery. 
Its  primary  weapons  are  the  cannon,  the  antiaircraft  gun,  and  the 
submarine  mine.  Its  other  weapons  are  auxiliary.  This  branch  has 
the  independent  role  of  keeping  the  area  within  reach  of  its  guns 
clear  of  hostile  vessels,  and  of  preventing  a  runby.  When  manning 
the  heavy  cannon  of  coast  and  land  fortifications,  it  will  constitute  a 
point  of  support  for  the  associate  combat  branches.  Its  essential 
characteristic  is  fire  power. 

A!/'  Service. — The  primary  equipment  of  this  branch  is  aircraft, 
aerial  machine  guns,  cannon,  and  bombs.  Its  auxiliary  equipment 
is  communicating  and  photographic  apparatus.  This  branch  is 
charged  with  the  care  and  operation  of  the  aeronautical  equipment 
of  the  Army. 

/.'/i;/!/tect's. — The  primary  function  of  the  Corps  of  Engineers  is 
to  increase  by  engineering  works  the  combat  capacity  of  the  other 
combatant  arms,  The  basic  doctrine  in  this  respect  is  that  military 
engineering  work,  no  matter  how  skillfully  conceived  and  executed, 
is  of  no  value  unless  it  is  accomplished  so  as  to  serve  the  military 
purposes  for  which  it  is  designed;  that  excess  strength  and  perma- 


32  STUDIES  IN   CITIZENSHIP 

nence  are  of  negligible  importance  in  field  military  construction; 
and  that  bare  necessities  alone  should  be  provided. 

Signal  Corps. — The  primary  function  of  the  Signal  Corps  is  the 
installation,  maintenance,  and  operation  of  the  principal  arteries  of 
signal  communications. 

Noncombat  "branches. — These  exist  solely  for  the  service  of  the 
combatant  branches,  and  both  in  peace  and  war,  and  whether  oper- 
ating upon  the  battlefield  or  in  the  rear,  will  have  as  their  mission 
the  efficient  performance  of  technical,  administrative,  and  supply 
service  upon  which  the  combatant  arms  are  dependent  for  success. 
These  noncombat  branches  are: 

Adjutant  General's  Department. 

Inspector  General's  Department. 

Judge  Advocate  General's  Department. 

Quartermaster  Corps. 

Finance  Department. 

Surgeon  General  (Medical  Department). 

Ordnance  Department. 

Chemical  Warfare  Service. 

QUESTIONS  ON  READINGS: 

1.  What  is  the  Constitution  of  the  United  States? 

2.  Why  do  we  have  a  Constitution? 

3.  Do  all  countries  have  Constitutions? 

4.  Why  does  a  Constitution  protect  the  liberties  of  a  people? 

5.  Why  did  the  people  of  the  United  States  "ordain  and  estab- 
lish" the  Constitution? 

6.  What  is  a  judicial  power? 

7.  How  do  the  people  of  the  United  States  make  sure  that  laws 
passed  by  Congress  do  not  conflict  with  the  Constitution  ? 

8.  What  is  legislative  power? 

9.  What  power  has  Congress  over  the  Army? 

10.  What  is  executive  power? 

11.  Who  is  the  Commander  in  Chief  of  the  Army  and  Navy  of 
the  United  States? 

12.  Why  does  the  President  have  a  Cabinet? 

13.  What  does  the  Secretary  of  War  do  ? 

14.  What  is  the  General  Staff? 

15.  What  are  the  divisions  of  the  General  Staff? 

16.  Why  are  divisions  necessary? 


FOR  RECRUITS  33 

VIII 
HEALTH  AND  SANITATION 

XOTE  TO  INSTRUCTOR  : 

The  strength  of  an  army  depends  largely  upon  the  health  of  its 
men.  On  a  cold  business  basis  Doctor  Carroll  estimates  that  each 
healthy  soldier  is  worth  $6,000  to  the  State.  A  sick  soldier  is  not 
only  useless,  but  requires  the  services  of  able-bodied  people,  is  a  con- 
stant expense,  a  possible  source  of  infection,  and  later  possibly  a 
burden  to  society. 

Responsibility  for  the  health  of  the  Army  rests  with  the  Medical 
Department.  Under  its  inspection  only  the  healthy  man  is  enlisted. 
It  endeavors  to  keep  him  fit  during  the  period  of  his  service.  At  the 
end  of  his  enlistment  he  is  not  discharged  until  he  is  in  as  nearly 
normal  health  as  modern  medical  science  can  make  him. 

While  the  functions  of  the  Medical  Department  are  understood 
in  a  general  way  by  the  average  enlisted  man,  it  is  probable  that  the 
reasons  for  many  seemingly  arbitrary  health  and  sanitary  require- 
ments are  not  plain  to  him.  A  discussion  of  these  matters  growing 
out  of  a  few  typical  cases  which  illustrate  various  fields  of  the  com- 
plex activities  of  the  Medical  Department  may  promote  better  coop- 
eration in  observing  the  health  regulations. 

INTRODUCTORY  QUESTIONS: 

1.  What  precautions  are  taken  in  Army  camps  to  prevent  the 
breeding  of  flies  and  mosquitoes  ? 

2.  Why  are  Army  tents  made  with  side  walls  that  can  be  rolled  up  ? 

3.  Why  is  bedding  regularly  carried  out  of  barracks  and  exposed 
to  air  and  sunshine? 

4.  What  is  the  purpose  of  the  t3Tphoid  inoculation  which  is  re- 
quired of  every  recruit? 

5.  Why  is  a  first-aid  kit  a  part  of  a  soldier's  equipment? 

READINGS  : 

1 

Smallpox  was  once  such  a  scourge  that  not  more  than  one  person 
out  of  ten  escaped  it  and  often  it  was  fatal.  It  was  observed  by 
dairy  workers  in  England  that  persons  who  had  cowpox  did  not 
take  smallpox.  A  physician  named  Jenner  conducted  several  experi- 
ments to  test  this  theory.  In  one  of  these  he  inoculated  a  boy  with 
pus  from  a  dairymaid  who,  through  a  cut  in  her  hand,  had  contracted 
5008°— -22 3 


34  STUDIES  IN   CITIZENSHIP 

cowpox  from  a  cow  she  milked.  This  cow  pus  "  took  " ;  twice  after- 
wards Jenner  inoculated  the  boy  with  smallpox  pus,  but  the  boy  was 
immune.  The  material  taken  from  the  cow  was  called  vaccine  and 
the  process  vaccination. 

In  vaccination  the  germs  from  a  cow  are  put  into  the  human  body. 
Here  they  grow  and  begin  to  produce  the  mild  inflammation  that 
follows  vaccination.  There  are  now  developed  in  the  blood  what 
sometimes  are  called  "  antibodies "  for  these  germs.  Because  the 
germs  are  weak,  the  "  antibodies "  are  able  to  destroy  them  before 
the  disease  gets  well  started.  By  this  process  the  antibodies  develop 
strength  to  successfully  combat  the  more  active  smallpox  germs.  A 
person  who  has  been  successfully  vaccinated  is  therefore  in  much 
the  same  condition  as  a  person  who  has  had  a  light  attack  of  small- 
pox, for  he  has  in  his  blood  a  substance  that  will  kill  any  smallpox 
germs  that  may  get  into  his  body. 

The  length  of  time  this  protection  is  effective  varies  with  differ- 
ent people  and  for  this  reason  it  is  safer  to  be  vaccinated  every  few 
years. 

In  the  Philippine  Islands,  before  the  American  occupation,  only 
a  small  part  of  the  people  were  vaccinated.  In  1897,  about  40,000 
people  died  of  smallpox.  In  1907,  304  deaths  from  this  disease 
occurred  in  all  the  islands.  In  most  parts  of  the  Philippines  there 
is  no  quarantine  or  disinfection  of  a  kind  that  would  have  any  effect 
in  controlling  smallpox. 

2 

Dysentery,  typhoid,  bubonic  plague,  cholera,  and  typhus  have 
ravaged  and  even  wiped  out  armies  in  the  past.  During  the  Span- 
ish-American War  typhoid  fever  alone  caused  Sf>  per  cent  of  the  total 
number  of  deaths.  In  the  war  with  Germany  these  diseases  were 
practically  eliminated  as  causes  of  death.  *  *  *  During  the 
entire  war,  up  to  May  1,  1919.  a  total  of  2,328  cases  of  typhoid  fever 
have  been  reported  and  only  227  deaths  from  this  cause.  The  result 
is  due  to  the  compulsory  vaccination  of  every  man  who  enters  the 
Army  and  to  excellent  sanitary  conditions. 
(The  war  with  Germany,  Ayers,  p.  125.) 


The  World  War  is  the  first  war  in  which  the  United  States  has 
been  engaged  that  showed  a  lower  death  rate  from  disease  than 
from  battle.  In  previous  wars  insanitary  conditions  at  camps  and 
the  ravages  of  epidemic  diseases  have  resulted  in  disease  deaths  far 
in  excess  of  the  number  killed  on  the  battle  field.  The  facts  are 


FOR   RECRUITS 


35 


shown  in  the  accompanying  diagram.  In  order  to  make  a  fair 
comparison  the  figures  used  are  the  numbers  of  deaths  each  year 
among  1,000  troops.  Since  the  time  of  the  Mexican  War  a  steady 
improvement  has  been  made  in  the  health  of  troops  in  war.  The 
death  rate  from  disease  in  the  Mexican  War  was  110  per  year  in  each 
1,000  men;  in  the  Civil  War  this  was  reduced  to  65;  and  in  the 
Spanish  War  to  26;  while  the  rate  in  the  expeditionary  forces  in 
this  war  was  19.  The  battle  rate  of  53  for  the  overseas  forces  is 
higher  than  in  any  previous  war  in  which  American  troops  were 
engaged.  The  rates  in  the  late  war  for  the  total  United  States 
forces  both  in  this  country  and  in  France  from  the  beginning  of  the 
war  to  May  1,  1919,  were  13  for  battle  and  15  for  disease. 


Disease 
110 


Disease 


Battle 


15 


Battle 


53 


Battle 


Disease 
28 


Battle 


19 


Mexican  War 
1846-48 


Civil  War 
North 
1861-65 


Spanish  War 
1896 


World  War 
to  Nov.  11,  1918 


Some  of  the  outstanding  causes  of  the  remarkably  low  disease 
death  rate  in  the  war  against  Germany  are:  (I)  A  highly  trained 
medical  personnel,  (2)  compulsory  vaccination  against  typhoid 
fever.  (3)  thorough  camp  sanitation  and  control  of  drinking  water, 
and  (4)  adequate  provision  of  hospital  facilities  and  general  progress 
in  medical  science. 

(Adapted  from  The  War  with  Germany,  Ayers,  pp.  124-125.) 


36  STUDIES  IN   CITIZENSHIP 


A  great  and  fitting  memorial  is  being  worked  out  to  honor  the 
memory  and  perpetuate  the  work  of  General  Gorgas,  whose  work 
at  Panama  made  possible  the  construction  of  the  canal.  The  me- 
morial is  to  consist  of  a  hospital  and  laboratory  for  tropical  and 
preventive  medicine,  situated  in  Panama.  The  laboratories  to  be 
constructed  will  resemble  in  architecture  the  Pan  American  Building 
in  Washington.  Thus  they  will  in  their  form  symbolize  the  warm 
admiration  and  gratitude  of  South  and  Central  Americans  gener- 
ally toward  General  Gorgas. 

(Adapted  from  The  World's  Work,  January,  1922.) 


Under  the  Army  system  there  are,  in  hospital  service,  three 
parallel  zones.  In  a  mobile  army  each  division  has  four  companies, 
each  company  12  ambulances,  with  dressing-station  equipment. 
These  stations  are  set  up  in  some  sheltered  place,  if  such  can  be 
found,  and  to  them  the  wounded  are  brought.  They  are  provided 
with  a  certain  amount  of  equipment,  food,  and  supplies,  such  as 
can  be  easily  carried  and  will  suffice  for  first  treatment  of  injuries. 
Back  of  these — marking  the  second  zone — are  four  field  hospitals 
under  canvas,  each  capable  of  caring  for  216  patients.  These  sta- 
tions carry  operating  equipment  and  adequate  kitchen  outfits.  At 
the  next  stage — the  head  of  the  line  of  communication — is  the  first 
evacuation  hospital.  This  is  a  more  or  less  permanent  hospital, 
usually  located  in  some  suitable  building.  It  is  not  mobile  in  the 
sense  that  it  has  no  transportation  equipment.  Its  function  is  to 
clear  the  field  hospital  and  is  permanent  save  in  cases  of  retreat. 
If  an  advance  is  made,  a  new  evacuation  hospital  is  set  up  in  tho 
acquired  ground,  thus  shortening  the  distance  from  the  mobile  area. 

(Adapted  from  The  American  Red  Cross  in  the  Great  War,  Davi- 
son,  p.  142.) 

6 

The  ambulance  driver  starts  out  from  his  cantonment  with  general 
directions  as  to  how  to  reach  a  spot  where  wounded  are  collected.  It 
is  dark,  the  roads  are  encumbered  with  moving  artillery  and  muni- 
tion caissons,  all  without  lights  and  with  the  habit  of  pulling  up 
on  the  wrong  side  of  the  road.  He  must  drive  swiftly  without  en- 
dangering either  himself  or  the  animals  drawing  the  artillery.  He 
reaches  the  danger  zone,  where  the  sharp  flashes  of  the  guns  nearly 
blind  him  and  the  continuous  roar  makes  it  impossible  for  him  to 
hear  the  traffic  in  front  of  him.  He  must  go  as  swiftly  as  possible 


FOR  RECRUITS  37 

under  the  conditions.  He  runs  through  a  town  filled  with  the  smoke 
and  gas  of  exploded  shells  and  stops  at  a  little  outpost  where  a  few 
huddled  men  begin  slowly  to  load  his  car  with  wounded.  Perhaps 
a  gas  shell  has  fallen  and  it  is  necessary  for  him  to  put  on  his  gas 
mask.  This  prevents  him  from  seeing  10  feet  in  front  of  him  and  he 
must  feel  his  way  slowly  on  with  the  cries  of  the  wounded  in  his 
ears,  and  with  frequent  reminders,  in  the  shape  of  shells,  that  there 
is  danger  ahead.  He  gets  back  to  the  hospital  with  his  back  aching 
and  his  eyes  bloodshot  from  the  strain,  and  then  has  to  do  it  all  over 
again.  It  is  this  idea  of  going  by  oneself  and  overcoming  all  obstacles 
in  reaching  the  destination  where  the  wounded  are  collected  that  re- 
quires trained  men  for  the  job.  The  ambulance  service  is  a  service 
of  individuals  which  owes  to  its  esprit  de  corps  its  success,  its  organi- 
zation, its  rewards. 

(Report  of  the  Surgeon  General  of  the  Army,  1919,  Vol.  II,  p. 
1419.) 

QUESTIONS  ON  READINGS: 

1.  How  does  successful  vaccination  make  one  immune  to  smallpox  ? 

2.  What  evidence  is  there  that  typhoid  inoculation  was  effective 
in  keeping  this  disease  from  becoming  epidemic  in  the  Army  during 
the  World  War? 

3.  How  did  disease  compare  with  bullets  as  the  cause  of  death 
among  American  troops  in  the  Mexican,  Civil,  and  Spanish- Ameri- 
can Wars? 

4.  What  factors  changed  this  ratio  in  the  last  war  ? 

5.  How  did  General  Gorgas  and  his  helpers  make  possible  the 
building  of  the  Panama  Canal? 

6.  By  what  route  did  the  American  soldier  wounded  in  France 
reach  a  base  hospital? 

7.  What  qualities  does  an  ambulance  driver  in  war  service  need 
in  addition  to  ability  to  run  a  car  in  the  dark  ? 

8.  In  what  different  ways  does  the  Medical  Department  affect  the 
life  of  the  enlisted  man? 

9.  Why  is  this  service  essential  to  an  effective  Army? 


38  STUDIES   IN    CITIZENSHIP 

IX 

THE  AMERICAN  RED  CROSS 

NOTE  TO  INSTRUCTOR  : 

The  American  National  Red  Cross  was  organized  in  1881  to  fur- 
nish volunteer  aid  to  the  sick  and  wounded  of  armies  in  time  of  war : 
to  act  in  matters  of  voluntary  relief  and  in  accord  with  the  militaiy 
and  naval  authorities  as  a  medium  of  communication  between  the 
people  of  the  United  States  and  their  Army  and  Navy;  to  act  in  such 
matters  between  similar  national  societies  of  other  governments 
through  the  international  committee,  and  the  Government  and  the 
people  and  the  Army  and  Navy  of  the  United  States;  to  continue 
and  carry  on  a  system  of  national  and  international  relief  in  time 
of  peace  and  to  apply  the  system  in  mitigating  the  sufferings  caused 
by  pestilence,  famine,  fire,  flood,  and  other  great  national  calamities; 
to  devise  and  cany  on  measures  for  preventing  such  sufferings;  and 
generally  to  promote  measures  of  humanity  and  welfare. 

Of  the  various  welfare  organizations  that  served  our  troops  in  the 
Great  War,  we  have  chosen  to  discuss  the  American  Red  Cross  as 
typical  of  all. 

The  most  important  contacts  which  the  men  of  the  Army  have 
with  the  Red  Cross  are  indicated  in  the  readings  which  follow. 
These  relate  to  the  nursing  service  and  the  canteen  service,  both  of 
which  function  chiefly  in  time  of  war;  disaster  relief,  in  which  the 
Army  and  the  Red  Cross  frequently  work  in  close  cooperation,  and 
various  kinds  of  personal  service  which  are  available  to  every  soldier 
and  ex-soldier. 

The  members  of  the  American  Red  Cross  nursing  service  compose 
the  reserve  of  the  Army  Nurse  Corps.  Without  this  reserve  and 
without  the  quantities  of  hospital  supplies  and  equipment  which  the 
Red  Cross  has  wisely  collected  ami  stored  for  the  emergency,  our 
expeditionary  forces  would  not  have  hud  them  in  time. 

The  Red  Cross  makes  investigation  of  or  personal  inquiry  into 
claims  which  service  men  may  have  against  the  Government  and  in 
which  have  arisen  complications  which  they  themselves  can  not  un- 
ravel by  direct  communication.  Whenever  possible,  this  service  se- 
cures action  regarding  these  claims,  which  may  involve  unpaid  al- 
lotments and  allowances,  compensation,  insurance,  or  the  like.  Cases 
of  this  nature  originally  taken  up  with  the  Red  Cross  chapters  are 
handled  with  the  Federal  departments  at  Washington  by  a  special 
force  at  National  Red  Cross  headquarters. 


FOR  RECRUITS  39 

Many  important  Red  Cross  activities  which  do  not  directly  con- 
cern the  soldier  are  purposely  omitted  from  this  discussion. 

INTRODUCTORY  QUESTIONS  : 

1.  When  some  one  is  in  real  need  or  has  met  with  an  accident  what 
does  the  average  person  want  to  do  for  him? 

2.  Why  are  the  efforts  of  individuals  not  adequate  to  supply  all 
legitimate  needs  for  temporary  financial  help  or  personal  service  ? 

3.  What  are  some  of  the  best-known  organizations  for  giving  tem- 
porary relief  in  time  of  emergency  or  disaster? 

4.  In  what  ways  have  you  known  the  American  Red  Cross  to  serv« 
the  public? 

5.  Why  does  the  American  Red  Cross  have  a  representative  in  all 
the  larger  Army  camps  and  posts? 

READINGS  : 

1 

An  International  Conference  of  Geneva  recommended  "  that  there 
exist  in  every  country  a  committee  whose  mission  consists  in  co- 
operating in  times  of  war  with  the  hospital  service  of  the  armies 
by  all  means  in  its  power."  The  Geneva  Convention  of  1864  and 
the  Geneva  Convention  of  1906,  the  latter  held  for  the  purpose  of 
revising  the  treaty  of  Geneva  (sometimes  called  "  the  Red  Cross 
Treaty"),  give  definite  status  to  certain  officially  recognized  volun- 
teer aid  societies.  These  societies,  because  of  the  character  of 
the  insignia  or  badges  adopted  to  distinguish  their  personnel  and  _ 
material  (a  Greek  red  cross  on  a  white  ground),  are  universally 
known  as  "  Red  Cross  "  societies. 

The  American  National  Red  Cross  has  had  a  number  of  incorpo- 
rations, the  last  being  received  from  Congress  on  July  5,  1905.  This 
last  incorporation  was  the  first  to  protect  and  restrict  the  use  of  the 
Red  Cross  insignia,  although  the  United  States  signified  its  adherence 
to  the  provisions  of  the  Geneva  Convention  of  1882. 

The  American  National  Red  Cross  is  intended  to  aid  in  the  pre- 
vention and  alleviation  of  human  suffering  in  times  of  peace  as  well 
as  war.  It's  motto  is  "  Neutrality  and  humanity." 

(Adapted  from  Kerrick,  Military  and  Naval  America.) 


J.  T.  filed  with  the  discharged  enlisted  men's  pay  branch, 
F'ir.juice  Office,  in  July,  1920,  his  claim  for  certain  arrears  of  pay. 
In  February,  1921,  the  case  was  brought  to  the  attention  of  the  Red 
Cross  with  the  request  that  it  look  into  the  matter  and  expedite  set- 
tlement, as  the  man  had  been  out  of  work  nearly  four  months,  was 


40  STUDIES  IN   CITIZENSHIP 

ill,  and  badly  in  need  of  the  money  due  him.  As  a  result  of  a  per- 
sonal investigation  and  after  obtaining  a  full  transcript  of  the  man's 
pay  account,  the  Red  Cross  representative  secured  the  issuance  of 
a  check  for  $135,  covering  the  man's  claim  in  full. 


The  wife  of  a  soldier  received  allotments  amounting  to  $75 
more  than  was  due.  She  was  called  upon  by  the  office  concerned  to 
refund  this  overpayment  and  she  made  such  a  refund  by  her  personal 
check.  Through  error  this  overpayment  was  also  taken  out  of  her 
husband's  pay,  and  in  order  to  adjust  the  case  the  Red  Cross  had 
its  interested  chapter  secure  from  the  wife  the  canceled  check,  which 
it  presented  to  the  office  concerned,  showing  that  they  had  received 
and  indorsed  the  check.  This  enabled  the  office  to  settle  the  matter 
by  sending  to  the  wife  a  check  for  $75  to  cover  the  amount  she  had 
refunded  and  wThich,  because  of  error,  had  also  been  taken  out  of 
her  husband's  pay. 

QUESTIONS  ON  READINGS  : 

1.  What  is  the  American  Red  Cross? 

2.  What  relation  has  it  to  similar  organizations  in  other  countries? 

3.  What  is  the  purpose  of  the  Red  Cross  ? 

4.  What  does  its  motto,  "Neutrality  and  humanity,"  mean? 

5.  Suggest  some  of  the  services  the  Red  Cross  gives  soldiers  in 
time  of  war. 

6.  Why  would  such  services  be  very  difficult,  or  impossible,  with- 
out such  an  organization? 

7.  In  what  ways  have  you  known  the  Red  Cross  to  serve  men  in 
the  Army?    The  ex-service  men? 

8.  Why  should  the  Red  Cross  be  interested  in  community  health? 


FOB  RECRUITS  41 


X 

SUPPLYING  THE  ARMY 

NOTE  TO  INSTRUCTOR: 

An  effective  Army  requires  enough  of  the  right  kind  of  supplies 
at  the  place  and  at  the  time  needed.  Responsibility  for  this  service 
is  delegated  chiefly  to  the  Quartermaster  Corps.  This  organization 
feeds,  clothes,  houses,  and  transports  the  soldier.  Through  its  hands 
passes  a  large  share  of  the  funds  appropriated  for  the  Army  and  it 
is  charged  with  getting  full  value  for  the  people's  money.1 

The  nature  of  supply  service  duties  offers  little  opportunity  for 
spectacular  performances.  Its  proper  functioning  is  considered  a 
matter  of  course  and  there  is  sometimes  a  tendency  on  the  part  of 
other  units  to  underrate  the  importance  of  the  unit  that  furnishes 
supplies.  However,  should  the  food  fail  to  be  delivered,  or  the  meat 
prove  to  be  inferior,  or  should  there  be  a  shortage  of  campaign  shoes 
for  the  march,  the  Army  would  be  handicapped,  perhaps  seriously,  in 
its  operations. 

"  The  Quartermaster  Corps  is  charged  with  the  duty  of  providing 
certain  means  of  transportation  of  every  character,  either  under 
contract  or  in  kind,  which  may  be  needed  for  the  movement  of 
troops  and  materials  of  war.  It  furnishes  all  public  animals  employ- 
ed in  the  service  'of  the  Army,  the  forage  consumed  by  them,  wagons, 
and  all  articles  necessary  for  their  use,  and  the  horse  equipment  for 
the  Quartermaster  Corps.  It  furnishes  clothing,  camp  and  garrison 
equipage,  barracks,  storehouses,  and  other  buildings;  constructs  and 
repairs  roads,  some  railways,  certain  permanent  bridges ;  builds  and 
charters  ships,  boats,  docks,  and  wharves  needed  for  military  pur- 
poses; supplies  subsistence  for  enlisted  men  and  others  entitled 
thereto;  supplies  articles  for  authorized  sales  and  issues;  furnishes 
lists  of  articles  authorized  to  be  kept  for  sale ;  gives  instructions  for 
procuring,  distributing,  issuing,  selling,  and  accounting  for  all 
quartermaster  and  subsistence  supplies ;  *  *  *  and  attends  to  all 
matters  connected  with  military  operations  which  are  not  expressly 
assigned  to  some  other  bureau  of  the  War  Department.  The  Quarter- 
master Corps  transports  to  place  of  issue  and  provides  storehouse 
and  other  means  of  protection  for  the  preservation  of  stores  supplied 
for  the  Army  by  other  departments." 

(Adapted  from  the  Quartermaster  Corps.  Maj.  Gen.  Henry  G. 
Sharpe.) 

1  Between  Apr.  6,  1917,  and  June  1.  1919,  the  Quartermaster  Corps  made  three-fifths 
of  the  entire  Army  expenditures. 


42  STUDIES  IN   CITIZENSHIP 

The  above  statement  of  the  functions  of  this  corps  indicates 
that  it  is  in  reality  a  great  business  organization  within  the  Array, 
requiring  the  service  of  experts  in  many  lines  and  offering  a  train- 
ing to  its  personnel  comparable  to  that  to  be  gained  in  the  larger 
commercial  houses.  The  readings  that  follow  give  glimpses  of  the 
Quartermaster  Corps  in  action. 

INTRODUCTORY  QUESTIONS: 

1.  jNapoleon  once   said:     "An   army   marches   on   its  stomach.'' 
What  did  he  mean  ? 

2.  Where  does  the  mess  sergeant  get  supplies  for  the  company 
mess? 

3.  How  does  Private  Smith  get  a  new  pair  of  shoes  when  he 
needs  them? 

4.  Why  does  the  Army  supply  food  and  clothing  to  the  enlisted 
man  without  expense  to  him  ? 

5.  What  organization  in  the  Army  has  charge  of  supplies? 

READINGS: 


VALLEY  FORGE,  23  December,  1777. 
To  the  President  of  Congress. 

SIR:  Full  as  I  was  in  my  representation  of  the  matters  in  the 
commissary's  department  yesterday,  fresh  and  more  powerful  rea- 
sons oblige  me  to  add  that  I  am  now  convinced  beyond  all  doubt 
that,  unless  some  great  and  capital  change  suddenly  takes  place  in 
that  line,  this  Army  must  inevitably  be  reduced  to  one  or  other  of 
these  three  things — starve,  dissolve,  or  disperse — in  order  to  obtain 
subsistence  in  the  best  manner  they  can.  Rest  assured,  sir,  this  is 
not  an  exaggerated  picture,  and  that  I  have  abundant  reason  to 
suppose  what  I  say. 

Yesterday  afternoon,  receiving  information  that  the  enemy  in 
force  had  left  the  city,  and  were  advancing  toward  Derby  with  the 
apparent  design  to  forage  and  draw  subsistence  from  that  part  of 
the  country,  I  ordered  the  troops  to  be  in  readiness,  that  I  might 
give  every  opposition  in  my  power,  when  behold,  to  my  great  mor- 
tification, I  was  not  only  informed  but  convinced  that  the  men  were 
unable  to  stir  on  account  of  provision.  This  brought  forth  the  only 
commissary  in  the  purchasing  line  in  this  camp;  and  with  him,  this 
melancholy  and  alarming  truth,  that  he  had  not  a  single  hoof  of 
any  kind  to  slaughter,  and  not  more  than  25  barrels  of  flour.  From 
hence,  form  an  opinion  of  our  situation  when  I  add  that  he  could 
not  tell  when  to  expect  any.  *  *  * 


FOR  EECRUITS  43 

We  have,  by  a  field  return  this  day  made,  no  less  than  2,898  men 
now  in  camp  unfit  for  duty,  because  they  are  barefoot  and  otherwise 
naked. 

(Extracts  from  General  Washington's  letter  to  the  President  of 
Congress,  Valley  Forge,  23  December,  1777.) 


"Let  us  always  remember  that  all  supplies  in  the  possession  of  the 
quartermaster  belong  to  the  line;  we  are  but  the  custodian,  whose 
duty  it  is  to  procure,  guard,  and  issue  in  a  manner  that  will  best 
serve  the  interest  of  the  line.  It  is  therefore  most  fitting  that  we 
should  adopt  as  the  motto  of  the  Quartermaster  Corps  of  to-day, 
"  Service  for  the  line." 

3 

When  the  American  soldier  went  to  war  with  Germany  he 
took  his  appetite  with  him.  The  task  of  keeping  that  appetite  satis- 
fied with  good  food  fell  to  the  Quartermaster  General.  The  average 
American  soldier  at  the  end  of  the  fighting  in  1918  is  said  to  have 
weighed  12  pounds  more  than  he  did  when  the  selective -service  act  or 
his  own  enlistment  brought  him  into  the  Army.  This  is  the  complete 
testimonial  to  the  quality  and  quantity  of  the  food  served  to  the 
American  troops  in  1917  and  1918.  Assuming  3,700,000  to  have  been 
the  greatest  number  of  Americans  under  arms,  this  average  increase 
in  weight  means  that  the  beans  and  bacon  and  fresh  meats  of  the 
American  Army  ration  were  changed  into  some  45,000,000  pounds  of 
Yankee  brawn  to  be  the  basis  of  untold  resources  of  health  and 
energy  during  the  coming  quarter  of  a  century. 

Consider  these  millions  of  soldiers  as  one  composite,  gigantic  man 
in  khaki;  compress  the  war  period  into  a  single  hour,  the  dinner 
hour;  and  it  will  be  seen  that  the  American  fighter  consumed  what 
might  be  called  a  sizeable  meal.  Let  us  say  that  he  started  off  with 
the  main  course.  The  roast  of  beef  weighed  over  800,000,000  pounds. 
It  was  flanked  by  a  rasher  of  bacon  weighing  150,000,000  pounds. 
Over  1,000,000  pounds  of  flour  went  into  the  loaf  of  bread,  while  to 
spread  the  bread  there  was  a  lump  of  butter  weighing  17,500,000 
pounds  and  another  lump  of  oleomargarine  weighing  11,000,000 
pounds.  As  a  side  dish  this  giant  had  over  150,000,000  pounds  of 
baked  beans,  half  of  these  coming  in  cans  ready  baked  and  flavored 
with  tomato  sauce.  The  potatoes  weighed  486,000,000  pounds.  To 
add  gusto  to  his  appetite,  there  were  40,000,000  pounds  of  onions. 
Then  scattered  over  the  table  were  such  items  as  150,000,000  cans  of 
corn,  peas,  and  string  beans,  while  the  salad  contained  50,000,000  cans 
of  salmon  and  750,000  tins  of  sardines.  There  then  was  a  huge  bowl 
of  canned  tomatoes,  nearly  100,000,000  tins  supplying  its  cozitents. 


44  STUDIES  IN   CITIZENSHIP 

For  dessert  he  had  67,000,000  apples.  The  sugar  for  sweetening  vari- 
ous dishes  weighed  350,000,000  pounds.  He  washed  it  down  with  a 
draft  made  of  75,000,000  pounds  of  coffee,  thinned  with  200,000,000 
cans  of  evaporated  milk.  The  bill  for  this  meal,  paid  by  the  Ameri- 
can public,  amounted  to  $727.092,430.44,  this  figure  to  December  1, 
1918. 

In  supplying  such  vast  quantities  of  food,  scientific  attention  was 
concentrated  upon  the  details  of  the  effort.  At  the  time  the  armistice 
was  signed  the  American  troops  in  France  were  eating  about  9,000,- 
000  pounds  of  food  every  day.  Never  before  in  history  had  any 
nation  been  compelled  to  send  subsistence  so  great  a  distance  to  so 
many  men.  It  was  not  possible  to  ask  France  and  England  to 
divide  their  food  supplies,  as  they  were  already  rationing  their 
civilian  populations.  We  were  required  to  purchase  practically  all 
food  in  America  and  transport  it  nearly  5,000  miles.  Ships  were 
relatively  scarce.  There  was  a  strong  bid  for  every  inch  of  tonnage 
space.  The  tonnage  allotted  to  subsistence  must  be  filled  with  suf- 
ficient food  not  only  to  supply  the  immediate  consumption,  but  to 
overcome  losses  due  to  the  sinking  of  ships  and  the  possible  capture 
of  base  depots.  These  contingencies  required  2  pounds  of  food  to 
be  shipped  where  1  would  ordinarily  be  sent ;  yet  because  of  the 
shortage  of  ships  the  subsistence  authorities  were  asked  to  pack 
these  2  pounds  into  almost  the  space  of  1.  The  result  was  foods 
in  forms  never  before  known  by  American  soldiers  and  in  some 
cases  never  before  known  at  all — such  forms  as  dehydrated  vege- 
tables, boneless  beef,  and  the  so-called  shankless  beef.  Trench  war- 
fare made  new  demands  for  food.  Calls  came  for  such  rare  articles 
as  soluble  coffee  or  the  wheat-and-meat  cakes  of  the  emergency 
ration. 

These  problems  were  solved  only  by  the  assistance  of  the  American 
food  industry.  In  numerous  instances  new  factories,  or  even  whole 
new  types  of  food  manufacture,  were  built  up  as  rapidly  as  three 
shifts  of  men  could  work  and  money  could  accomplish  results. 

(America's  Munitions,  1917-18.) 


The  transportation  of  troops  in  the  United  States  was  one  of 
the  difficult  problems  of  the  late  war.  This  was  accomplished  by 
the  Railway  Association  in  cooperation  with  the  transportation 
division  of  the  Quartermaster  Corps. 

Some  idea  of  the  magnitude  of  the  troop  movement  may  be  had 
from  the  following  figures  taken  from  the  records  of  the  troop 
movement  section  of  the  United  States  Railroad  Administration. 
From  the  date  of  the  declaration  of  war  up  to  and  including  the 
date  of  the  armistice,  8,714,582  troops  were  moved  by  the  railroads. 


FOR  RECRUITS  45 

This  was  in  addition  to  over  2,000,000  men  who  were  carried  on 
regular  trains,  being  mostly  drafted  men  en  route  to  mobilization 
camps.  A  total  of  16,535  special  trains  were  necessary  to  carry 
troops,  245,529  cars  being  required  for  these  movements.  Over  30 
per  cent  of  these  men  were  handled  in  Pullman  cars,  the  balance 
being  carried  in  coaches,  and  it  was  not  necessary  at  any  time  to 
utilize  box  cars  or  other  freight  equipment  for  their  transporta- 
tion. For  transportation  overseas,  1,759,033  men  were  moved  into 
the  port  of  New  York  alone.  In  all  these  vast  movements  there 
were  16  accidents,  involving  death  or  injury,  in  which  39  men  were 
killed  and  335  injured. 

(Adapted  from  The  Quartermaster  Corps,  Maj.  Gen.  Henry  I. 
Sharpe.) 

5 

Since  June,  1920,  the  construction  division  has  been  a  part  of 
the  Quartermaster  Corps.     Its  most  important  duties  are: 

(1)  The  planning,  designing,  and  constructing  of  all  buildings 
other  than  fortifications. 

(2)  The  installation,  maintenance,  and  operation  of  all  utilities 
except  such  as  pertain  to  a  special  branch  of  the  Army  and  are 
operated  by  that  branch. 

(3)  The  acquisition  of  real  estate  by  purchase,  lease,  rental,  etc.; 
the  granting  and  renewing  of  leases  and  licenses  authorizing  the 
use  of  the  War  Department ;  the  sale  or  disposition  of  all  real  estate. 

(4)  The  preparation  of  plans  to  shelter  the  Army  and  provide 
heat,  light,  water,  etc.,  in  the  event  of  war. 

(5)  The  maintenance  of  fire  departments  in  the  camps  and  posts 
for  the  protection  of  life  and  property. 

QUESTIONS  ON  READINGS  : 

1.  What  conditions  at  Valley  Forge  caused  General  Washington 
to  write  to  the  President  of  Congress  that  unless  a  great  change  sud- 
denly took  place  the  Army  must  "  starve,  dissolve,  or  disperse  "  ? 

2.  What  are  the  chief  duties  of  the  Quartermaster  Corps  ? 

3.  What  is  the  meaning  of  the  motto,  "  Service  for  the  line  "? 

4.  What  subsistence  emergency  did  the  Army  face  in  France  in 
1918? 

5.  What  branch  of  the  Army  is  responsible  for  the  transportation 
of  troops  ? 

6.  What  are  the  more  important  services  performed  by  the  con- 
struction division  of  the  Quartermaster  Corps? 

7.  Compare  the  service  of  the  man  who  feeds,  clothes,  shelters, 
and  transports  the  Army  with  that  of  the  man  in  the  "  line." 

8.  Why  does  the  Quartermaster  Corps  require  technically  trained 
men? 


46  STUDIES  IS   CITIZENSHIP 


XI 
MILITARY  INTELLIGENCE 

NOTE  TO  INSTRUCTOB  : 

The  mission  of  the  intelligence  sendee  of  a  combat  organization 
is  twofold,  and,  briefly  stated,  is : 

(a]  To  obtain  all  useful  information  of  the  enemy  and  of  the  ter- 
rain over  which  the  organization  must  operate. 

(b]  To  make  this  information  immediately  available  for  the  com- 
mander, higher  headquarters,  and,  when  appropriate,  to  subordinate 
and  neighboring  units. 

The  instructor  in  charge  should  familiarize  himeslf  with  T  R 
210-5  C  Combat  Intelligence  Regulations,  which  describes  in  detail 
the  operations  of  the  combat  intelligence  service. 

INTRODUCTORY  QUESTIONS  : 

1.  Why  is  it  necessary  to  know  a  great  deal  about  the   insect 
enemies  of  farm  crops  before  attempting  to  combat  them? 

2.  Why   does   the   United    States   Government   spend   money    in 
getting  this  information  to  the  farmers? 

3.  How  does  it  aid  an  army  to  know  the  plans  and  strength  of  an 
enemy  ? 

4.  To  what  extent  does  our  Army  attempt  to  learn  these  facts 
concerning  an  enemy? 

5.  In  time  of  peace,  why  is  the  United  States  interested  in  know- 
ing to  what  extent  other  countries  are  preparing  for  war  ? 

6.  What  provision  has  the  United  States  made  for  gathering  this 
information  in  time  of  peace  and  in  time  of  war? 

READINGS: 

1 
A.  Japan: 

I.  Political— 

1.  Government — 

(a)  Kind — Constitutional  monarchy. 

(b)  Quality — Strong. 

2.  Inhabitants — 

(a)  National  solidarity — Excellent. 
(6)  Intelligence — High. 

(c)  Patriotism — High. 

8.  Area — Japan    proper.    148,756    square    miles;    Empire, 
260,738  square  miles. 


FOR  RECRUITS  47 

A.  Japan — Continued. 

II.  Economic — 

1.  Self-sustaining  in — 

(a)  Food— Yes. 

(&)  Raw  materials — 

(1)  Coal— Yes. 

(2)  Iron— No. 

(3)  Wool— No. 

(4)  Oil— No. 

(5)  Cotton— No. 

(6)  Nitrates— No. 

2.  Transportation — 

(a)  Factories,  adequate. 

(b)  Shipping.  2,995,878  tons. 

(c)  Railways.  53  miles  per  1,000  square  miles. 

3.  Foreign  commerce — 

(a)  Imports,  $1,130,156,000. 
(&)  Exports,  $2,307,723,000. 

4.  Finance — 

(a)  National  wealth,  $25,000,000,000. 
(&)  National  debt.  $1,300,000,000. 

III.  Military— 

1.  Population — Japan    proper,    58,000,000;     Empire,    78,- 

000,000. 

2.  Potential  man  power,  8,000,000  men  (2,030,000  trained). 

3.  Active  forces,  302,000. 

4.  Naval  strength,  70,000  present  (140,000  projected). 

5.  Reserve  munitions — Able  to  maintain  1,300,000  men  under 

World  War  conditions. 

6.  Trained  reserves,  1.748,000. 


Through  an  examination  of  several  German  officers  during  the 
Meuse-Argonne  offensive  an  American  intelligence  officer  learned 
the  exact  route  used  by  the  Germans  to  move  their  troops  to  the 
Kriemhilde  Stellung,  which  was  part  of  the  German  main  line  of 
resistance.  The  route  was  immediately  communicated  to  the  Corps 
Air  Service  and  the  next  day  an  American  daylight  bombing  group 
cruised  over  the  entire  length  of  the  road,  surprising  several  columns 
of  troops  and  wagon  trains. 

3 

An  order  found  in  a  hastily  deserted  German  battalion  head- 
quarters in  a  village  on  the  Marne  in  August,  1918,  contained  a  list 


48  STUDIES  IN   CITIZENSHIP 

of  towns,  all  of  them  on  a  straight  line  leading  to  the  Vesle  River. 
To  the  intelligence  officer  this  indicated  two  things : 

That  the  Germans  had  definitely  decided  to  retreat  to  the  Vesle 
River,  and  it  also  gave  their  proposed  route.  This  was  communicated 
to  the  division  artillery,  which  shelled  its  entire  length,  causing  great 
confusion  in  the  retreating  German  columns. 


During  the  early  fighting  in  the  Argonne  Forest  a  small  Ameri- 
can outpost  was  surprised  and  captured  by  a  German  patrol.  One 
American  private  was  so  severely  wounded  while  resisting  capture 
that  he  could  not  be  carried  back  farther  than  a  German  company 
headquarters.  While  he  was  there,  an  orderly  arrived  with  instruc- 
tions for  the  German  captain  to  withdraw  to  a  point  some  distance 
in  the  rear.  Before  the  Germans  could  prepare  for  the  withdrawal, 
an  American  counterattack  placed  the  dugout  inside  the  American 
lines  and  the  wounded  American  was  found.  He  understood  Ger- 
man and  was  able  to  communicate  what  he  had  heard  to  his  comrades, 
with  the  result  that  they  were  able  to  push  on  very  rapidly,  as  they 
knew  they  would  encounter  no  resistance  until  the  new  German 
position  was  reached. 

5 

In  the  zone  of  contact  the  German  and  allied  armies  found  it 
necessary  frequently  to  change  their  wireless  codes.  The  Germans 
faced  this  necessity  once  shortly  after  the  American  forces  entered 
the  front  lines  because  the  allied  forces  had  deciphered  parts  of  the 
old  code. 

At  a  fixed  hour  on  a  certain  date  the  new  code  was  to  become 
effective.  The  time  for  using  the  new  code  had  arrived  before  the 
code  had  been  delivered  to  one  of  the  outposts  of  the  German  lines. 
Attempts  to  deliver  a  message  to  the  operator  at  this  station,  using 
the  new  code,  were  futile,  since  for  some  unknown  reason  the  new 
code  had  not  been  delivered  to  him.  The  German  operator  at  the 
outpost  suggested  that  the  message  be  sent  in  the  old  code.  After 
a  short  time  his  suggestion  was  carried  out.  An  American  operator 
had  been  listening  in  on  the  message  and  had  taken  it  down  in  the 
new  code.  When  the  same  message  was  delivered  in  the  old  code, 
it  was  soon  possible  for  him  to  read  the  new  message.  The  message 
was  instructions  concerning  an  important  move  to  be  made  before 
daylight  of  the  following  morning.  The  information  was  transmit- 
ted to  the  British  forces,  where  the  attack  was  to  fall,  in  time  to 
allow  for  the  bringing  up  of  reenforcements.  This  enabled  them  not 


FOR  RECRUITS  49 

only  to  withstand  the  enemy  attack  but  later  to  inflict  a  heavy  loss 
upon  him.    The  wireless  operator  received  mention  in  orders  from 
the  British  headquarters. 
QUESTIONS  ox  READINGS  : 

1.  Into  what  classes  is  military  intelligence  divided? 

2.  The  information  contained  in  reading  1  is  known  as  War  De- 
partment intelligence.    How  has  it  been  obtained  ? 

3.  What  is  the  advantage  of  having  information  of  this  nature 
concerning  the  various  nations? 

4.  During  the  World  War  what  led  Germany  to  try  to  starve 
Great  Britain  into  submission  ? 

5.  In  which  of  the  items  listed  in  Part  II  of  reading  1  is  the 
United  States  self-sustaining?     (All  except  wool  and  nitrates.) 

G.  Why  is  it  of  vast  importance  that  information  such  as  is  found 
in  readings  2  and  3  be  forwarded  until  it  reaches  the  intelligence 
section  of  the  corps  in  case  of  2,  division  in  case  of  3? 

7.  What  were  some  of  the  precautions  taken  to  prevent  the  enemy 
from  obtaining  information  concerning  the  proposed  activities  of 
the  American  Army? 

8.  What  was  the  advantage  of  allowing  false  information  con- 
cerning operations  to  fall  into  the  hands  of  the  enemy  ? 

9.  How  does  the  information  contained  in  readings  3  and  4  show 
a  necessity  for  cooperation  between  the  different  branches  of  the 
service  ? 

10.  In  what  sense  is  every  soldier  a  part  of  the  military  intelli- 
gence section  ? 

5008°— 22 4 


STUDIES  Of   CIUZESTSHIP 

XII 

ENGLISH 

TO  INSTRUCTOR: 

In  the  previous  English  exercise  the  men  wrote  a  group  of  sen- 
tences on  "  Why  rules  and  regulations  are  necessary  in  the  Army." 
Such  a  group  of  sentences,  used  to  tell  about  one  idea,  is  called  a 
pai-agraph. 

Sometimes  we  wish  to  build  up  more  than  one  idea  about  a  subject 
asid  ihave  to  *ise  more  than  one  paragraph.  One  paragraph  should  be 
u.-ed  for  each  separate  idea.  If  you  have  two  ideas  to  build  up  about 
one  subject,  you  will  need  to  use  two  paragraphs.  Remember  that 
a  paragraph  is  a  group  of  sentences  used  to  build  up  one  idea. 

Now,  if  you  are  to  build  up  two  ideas  about  a  subject,  the  first 
thing  to  do  is  to  decide  what  the  two  ideas  are.  When  you  have  de- 
cided tliis,  write  a  paragraph  about  -each  one  just  as  you  wrote  a 
paragraph  about  "  Why  rules  and  regulations  are  necessary  in  the 
Army." 

The  subject  which  the  men  are  asked  to  write  about  here  is  "  Health 
and  sanitation  in  the  Army."  They  are  asked  to  write  two  para- 
graphs about  it.  They  will  meet  with  difficulties  here  in  addition  to 
those  met  in  writing  the  sentences  for  one  paragraph.  First,  they 
will  ;have  to  analyze  the  subject  enough  to  find  two  ideas  in  it  worth 
writing  about;  and,  second,  they  will  have  to  find  a  way  to  make 
the  two  paragraphs  hang  together  closely  enough  to  appear  to  talk 
about  the  same  subject. 

Take  charge  of  the  class.  Try  to  lead  the  men  to  see  the  need  of 
careful  selection  of  the  two  ideas  to  write  about.  With  the  help  of 
the  class,  decide  what  the  idea  for  the  first  paragraph  will  be. 

SUGGESTED  QUESTIONS: 

1.  Why  is  a  soldier  expected  to  keep  himself  fit  and  ready  for  duty  2 

2.  How  much  is  a  healthy  soldier  worth  to  his  country  ? 

3.  What  is  the  immediate  value  of  a  sick  soldier? 

4.  Why  is  it  important  that  the  Army  make  provision  for  helping 
the  soldier  keep  himself  fit  and  to  care  for  him  when  he  is  sick  ? 

Suppose  that  through  the  discussion  of  these  questions  the  class 
decided  that  a  good  idea  for  the  first  paragraph  is,  "  The  importance 
of  health  in  the  Army." 

Write  this  topic  on  the  blackboard  as  the  idea  to  be  built  up  in  the 
first  paragraph. 

Proceed  now  to  discuss  ideas  for  the  second  paragraph. 


FOR  RECRUITS  51 

| 

SUGGESTED  QUESTIONS: 

1.  What  department  of  the  Army  is  responsible  for  the  physical 
examination  of  recruits  and  for  maintaining  the  health  of  men  in  the 
service  ? 

2.  One-third  of  all  the  men  who  offer  to  enlist  in  the  Begular  Army 
are  rejected  for  physical  reasons.    Why  should  the  physical  standard 
be  set  so  high? 

3.  What  are  some  of  the  sanitary  measures  that  are  observed  in  the 
Army?    Why  are  they  so  important? 

4.  How  are  epidemics  of  smallpox  and  typhoid  fever  now  pre- 
vented in  the  Army? 

5.  What  care  is  given  to  the  soldier  who  gets  sick  or  is  injured  in 
the  service? 

6.  How  does  the  Red  Cross  cooperate  with  the  Medical  Depart- 
ment in  time  of  war? 

7.  What  is  your  conclusion  as  to  the  importance  to  every  soldier 
that  both  he  and  his  fellows  observe  the  health  and  sanitary  regula- 
tions of  the  Army  '. 

Suppose  that  out  of  the  discussion  of  these  questions  comes  the 
conclusion  that  a  good  idea  for  the  second  paragraph  is,  "  How  health 
is  maintained  in  the  Army."  Write  this  topic  on  the  blackboard  as 
the  idea  to  be  built  up  in  the  second  paragraph. 

Proceeding,  now,  very  much  as  in  the  writing  of  sentences  in  the 
previous  English  lesson,  have  the  men  write  the  first  paragraph. 
When  you  come  to  write  the  paragraph  on  the  blackboard  it  might 
be  as  follows: 

In  time  of  peace  as  well  as  in  war  emergencies  arise  which  call 
for  troops  on  a  moment's  notice.  To  be  of  value  on  such  occasions 
soldiers  must  be  fit  and  ready  for  instant  duty.  As  with  a  fire  engine, 
to  be  ready  next  week  is  not  to  be  ready  at  all.  A  high  medical 
authority  has  estimated  that  a  healthy  soldier  is  worth  at  least 
$6,000  to  his  country.  A  sick  soldier,  however,  is  not  only  of  no 
immediate  value  to  the  Army,  but  is  a  positive  hindrance  in  that 
he  requires  the  attention  of  able-bodied  men.  can  not  be  easily  moved, 
uses  supplies  needed  for  effective  troops,  and  may  be  a  source  of 
infection  for  his  comrades.  But  even  the  man  who  takes  care  of 
himself  is  not  immune  to  all  diseases.  Where  men  live  in  large 
groups  one  careless  person  may  infect  others  who  are  careful  of  their 
health.  In  battle  and  elsewhere  the  soldier  takes  many  chances  of 
being  injured.  It  is  therefore  necessary  that  the  Army  make  pro- 
vision to  help  the  soldier  keep  himself  fit  and  to  care  for  him  when 
he  is  sick. 

Xow,  have  the  men  write  the  second  paragraph.  Call  their  atten- 
tion to  the  fact  that  the  second  paragraph  must  follow  the  first  in 


52  STUDIES  IN   CITIZENSHIP 

thought ;  that  is,  it  must  be  tied  onto  it.  Paragraphs  usually  are  tied 
together  by  either  the  last  sentence  of  one  or  the  first  sentence  of  the 
next.  The  following  paragraph  is  suggested  to  be  written  on  the 
blackboard  as  the  second  paragraph  of  this  assignment : 

The  Medical  Department  of  the  Army  is  charged  with  respon- 
sibility for  admitting  only  men  who  are  physically  fit  into  the  service 
and  for  maintaining  them  in  good  health.  The  hardships  of  a  cam- 
paign are  such  that  only  the  man  of  good  physique  and  perfect  health 
can  stand  the  strain  and  exposure.  More  than  one-third  of  those  who 
offer  to  enlist  in  the  Regular  Army  are  rejected  for  physical  reasons. 
Among  the  many  sanitary  regulations  that  are  enforced  in  the  Army 
are  such  common  ones  as  the  careful  disposal  of  all  refuse  and 
sewage,  the  screening  of  garbage  cans,  and  the  draining  of  camp 
areas.  Epidemics  of  smallpox  and  typhoid  fever,  once  the  scourge 
of  armies,  are  prevented  by  compulsory  vaccinations.  However, 
among  large  numbers  of  men  who  are  in  contact  with  a  less  careful 
civil  population,  or  who  are  living  under  the  hardships  of  a  cam- 
paign, it  is  impossible  to  prevent  all  sickness.  A  highly  efficient 
hospital  service  is  ready  to  do  all  that  modern  medical  science  can 
to  bring  the  sick  or  injured  back  to  health.  In  the  event  of  war  the 
Army  Nurse  Corps  is  greatly  expanded  by  recruits  from  the  Red 
Cross  nursing  service.  It  is  thus  plain  that  the  Medical  Department 
does  everything  in  its  power  to  recruit  only  healthy  men  anc&  to  keep 
them  fit  throughout  their  period  of  enlistment.  The  old  saying,  "An 
ounce  of  prevention  is  worth  a  pound  of  cure,"  applies  to  the  health 
service  of  the  Army.  This  explains  the  existence  of  so  many  sani- 
tary regulations.  It  is  to  the  interest  of  every  soldier  to  cooperate 
with  others  in  observing  these  regulations,  for  thereby  all  run  less 
risk  of  disease. 


FOE  RECRUITS  53 

XIII 

INSPECTION 

XOTE  TO  INSTRUCTOR  : 

Inspection  is  a  function  of  command  and  will  be  frequently  made 
by  commanders  of  every  grade  and  their  staff  officers  to  satisfy  them- 
selves that  programs  are  being  followed;  that  approved  doctrines, 
principles,  and  methods  are  being  used;  and  to  test  proficiency. 
This  function  of  inspection  is  treated  in- period  16. 

Inspection  for  the  purpose  of  securing  data  for  the  modification 
and  improvement  of  devices,  equipment,  and  methods  employed  by 
the  Army  is  a  function  given  over  to  the  Inspector  General's  Depart- 
ment. In  making  inspections  the  inspector  notes  all  matters  of  im- 
portance and  includes  statements  of  such  matters  in  his  reports. 
Irregularities  and  deficiencies  which  are  violations  of  orders  and 
regulations  are  stated  by  the  inspector  in  his  report.  Under  present 
regulations  it  is  made  the  duty  of  inspectors  when  making  inspec- 
tions of  military  commands  to  ascertain  whether  any  of  the  per- 
sonnel, and  especially  those  in  confinement,  have  any  complaints  to 
make,  and  to  correct  so  far  as  possible  all  cases  of  injustice;  but  if 
any  cases  are  too  serious  to  permit  of  such  corrections  by  the  in- 
spector, a  written  report  is  made  of  same. 

It  should  be  emphasized  that  the  duties  of  the  Inspector  Gen- 
eral's Department  covers  every  activity  under  the  War  Department, 
except  such  as  are  especially  excepted,  and  the  great  function  of  the 
department  is  to  keep  higher  commanders  constantly  informed  as  to 
the  state  of  discipline,  instruction,  supply,  morale,  etc.,  and  all  other 
matters  affecting  the  welfare  and  efficiency  of  the  Army. 

INTRODUCTORY  QUESTIONS  : 

1.  What  do  men  who  are  interested  in  building  a  new  factory  in- 
vestigate ?     Why  ? 

2.  Why  do  the  directors  of  an  industrial  concern  arrange  to  hear 
the  complaints  of  the  workers  ? 

3.  What  is  the  advantage  of  keeping  the  men  in  authority  in- 
formed  regarding  the   operations  and   working  conditions   in   the 
factory  ? 

4.  What  department  takes  care  of  the  matter  of  investigations 
and  inspections  in  the  Army? 

5.  What  advantage  is  it  to  the  enlisted  man  to  have  an  Inspector 
General's  Department? 

6.  Why  is  it  important  to  charge  certain  individuals  with  the  duty 
of  investigating  and  reporting? 


54  STUDIES  LN   CITIZENSHIP 

READINGS  : 

1 

The  class  of  men  known  as  "  conscientious  objectors "  was  tbo 
most  difficult  and  annoying  with  which  the  War  Department  had  to 
deal. 

While  there  was  a  small  minority  of  so-called  "  conscientious  ob- 
jectors "  who  were  real  "  conscientious  objectors  " — that  is,  men  who 
were  not  disloyal  to  the  United  States  and  did  not  object  to  any  serv- 
ice, no  matter  what  it  was,  provided  they  were  not  given  duty  where 
it  might  be  necessary  to  kill  a  human  being — the  great  majority  were 
undoubtedly  slackers,  who  were  disloyal  and  who  availed  themselves 
of  this  pretext  to  evade  service. 

(Adapted  from  Annual  Report  of  Inspector  General,  1919.) 


The  last  annual  inspection  showed  the  condition  at  the  United 
States  Military  Academy  to  be  generally  satisfactory. 

The  reduced  period  of  course  of  instruction  has  not  been  in  opera- 
tion long  enough  to  definitely  determine  its  effect  upon  the  gradu- 
ates, but  the  inspector  who  made  the  last  report  states  that  in  view 
of  the  fact  that  all  the  cadet  officers  are  third-class  men,  and  there 
is  not  a  cadet  in  the  academy  who  has  ever  seen  a  first-class  man,  the 
dress,  appearance,  discipline,  and  spirit  of  the  corps  is  extraordinary. 

Cadet  indebtedness. — The  inspector's  report  disclosed  the  fact  that 
the  total  indebtedness  of  the  first,  second,  and  third  classes  of  the 
corps  is  $100.497.03,  and  that  within  the  next  two  months,  when  the 
new  cadets  are  supplied  with  new  uniforms  and  textbooks,  the  in- 
debtedness of  the  members  of  this  class  will  be  $170  ea  li. 

It  is  not  believed  to  be  good  policy  to  require  cadets  to  incur  such 
a  large  indebtedness,  and  it  is  recommended  that  the  Government 
either  furnish  cadets  their  uniforms  and  textbooks  free  of  charge 
or  increase  their  pay  sufficiently  to  enable  them  to  pay  for  them 
without  incurring  debt. 

(Adapted  from  Annual  F,eport  of  Inspector  General.  1919.) 

3 

< 

The  clothing  supplies  to  the  Army,  except  as  noted  in  the 
of  the  uniform,  has  apparently   been  satisfactory  in  quality   and 
quantity. 

Reports  indicate,  however,  that  the  ]nvsi-nt  system  of  issuing 
clothing  is  not  entirely  satisfactory  and  that  a  return  should  be 
made,  in  the  interest  of  economy  and  contentment,  to  the  old  system 
where  each  enlisted  man  is  given  a  clothing  allowance. 

(Adapted  from  Annual  Report  of  Inspector  General. 


FOB  EECEUITS 


It  is  recommended  that  before  the  sale  of  surplus  supplies  by 
any  department  or  bureau  of  the  Government  is  made  a  list  of  the 
supplies  to  be  sold  be  furnished  every  other  department  or  bureau. 

The  necessity  for  this  appears  to  be  indicated  by  a  recent  special 
investigation,  which  developed  the  fact  that  one  department  of  the 
Government  sold  a  quantity  of  cement  to  a  civilian  at  $1  per  ton, 
and  tHt  250  tons  of  this  material  were  immediately  resold  to  another 
department  of  the  Government,  the  utilities  department,  Army  sup- 
ply base,  for  $6  per  ton.  Had  the  local  utilities  officer  known  that 
this  cement  was  to  be  sold,  the  GoArernment  would  have  been  saved 
the  loss  indicated  in  the  above-mentioned  transaction. 

(Adapted  from  Annual  Report  of  Inspector  General,  1920.) 


The  inspector  of  the  Hawaiian  Department  reports  that  there 
is  a  general  dissatisfaction  in  that  department  with  the  service  hat, 
and  recommends  that  a  more  suitable  headgear  be  adopted  for  use 
in  the  Tropics.  A  suitable  headgear  for  the  Tropics  has  been  under 
discussion  by  the  Army  since  the  time  we  entered  the  Philippines, 
and  up  to  the  present  time  no  headgear  has  been  devised  which 
was  found  to  be  an  improvement  on  the  service  hat.  It  is  recom- 
mended, however,  that  this  subject  be  referred  to  the  equipment 
branch  of  the  operations  division  of  the  General  Staff  for  considera- 
tion. 

(Adapted  from  Annual  Report  of  Inspector  General,  1920.) 


The  report  of  the  senior  inspector  on  duty  with  the  American 
forces  in  Germany  indicates  that  these  troops  are  in  excellent  con- 
dition as  to  administration,  discipline,  and  training,  except  as  to 
proficiency  in  target  practice.  His  report  shows  that  these  troops 
are  considered  below  the  average  in  the  number  of  qualified  men. 

It  is  noted  that  the  inspector  states  that  experiments  have  been 
conducted  with  an  increased  cadence  step  for  reviews,  called  the 
"march-by  step  at  130."  He  states  that  this  is  a  marked  improve- 
ment over  the  step  at  120,  and  recommends  that  experiments  be  tried 
throughout  the  Army  at  this  cadence  or,  better,  a  cadence  of  128 
to  132  steps.  Experiments  along  the  same  line  have  been  made  at 
West  Point,  with  satisfactory  results.  It  is  recommended  that  this 
subject  be  given  consideration  by  the  General  Staff,  if  this  has  not 
already  been  done. 

(Adapted  from  Annual  Report  of  Inspector  General,  1920.) 


56  STUDIES  IN   CITIZENSHIP 

QUESTIONS  ON  READINGS  : 

1.  What  are  the  duties  of  the  Inspector  General's  Department? 

2.  To  whom  does  the  Inspector  General  report  the  findings  of  an 
inspection  or  investigation?     Why? 

3.  Why  should  the  comfort  of  the  soldier  be  considered  as  a  matter 
affecting  the  welfare  and  efficiency  of  the  Army? 

4.  How   does  the  information  contained  in  reading   1   compare 
with  public  opinion  on  this  subject? 

5.  How  does  the  information  contained  in  reading  2  concern  the 
welfare  and  efficiency  of  the  Army? 

6.  What  is  the  advantage  both  to  the  Government  and  soldier  of 
each  enlisted  man  having  a  clothing  allowance  ? 

7.  From  what  sources  did  the  Inspector  General  obtain  the  in- 
formation that  a  certain  system  of  issuing  clothing  was  unsatis- 
factory ? 

8.  Why  is  the  recommendation  made  in  reading  4  a  good  one? 

9.  Why  is  the  information  on  training  contained  in  reading  6  of 
interest  to  the  General  Staff? 


FOB  RECRUITS  57 

XIV 

RECORDS 

NOTE  TO  INSTRUCTOR: 

When  real  estate  is  purchased  the  individual  who  buys  is  very 
careful  to  see  that  he  receives  a  clear  title  to  the  property.  Careful 
business  men  take  receipts  for  money  paid  out,  and  are  alert  to  see 
that  proper  records  of  transactions  are  made. 

In  any  large  business  concern  or  firm  decisions  upon-  future  ac- 
tions and  operations  are  arrived  at  only  after  past  records  relative 
to  the  topic  under  discussion  have  been  carefully  considered.  No 
business  or  enterprise  requires  a  more  detailed  account  of  its  past 
actions  than  the  Army.  It  is  not  possible  to  profit  in  future  actions 
by  past  experiences  unless  records  have  been  carefully  kept.  Incor- 
rect or  delayed  records  or  reports  in  an  industrial  organization  may 
cost  a  firm  thousands  of  dollars. 

The  Adjutant  General's  Department  is  the  department  of  records, 
orders,  and  correspondence  of  the  Army  and  militia.  The  Adjutant 
General  is  charged,  under  the  direction  of  the  Secretary  of  War,  and 
subject  to  the  supervision  of  the  Chief  of  Staff,  with  the  duty  of  re- 
cording, authenticating,  and  communicating  to  troops  and  individ- 
uals in  the  military  service  all  orders,  instructions,  and  regulations 
issued  by  the  Secretary  of  War  through  the  Chief  of  Staff. 

An  outstanding  feature  in  this  connection  is  the  importance  of  ac- 
curacy and  availability  of  military  records.  If  required  reports  are 
not  correctly  made  out  and  promptly  rendered,  the  business  of  the 
Army  is  delayed  and  the  time  of  the  employees  is  consumed  in  calling 
for  such  reports  and  replying  to  correspondence  arising  because  of 
their  absence  or  incorrectness.  The  work  of  other  Government  de- 
partments having  need  of  the  information  is  likewise  delayed  and 
increased.  Finally,  a  great  injustice  to  some  individual  may  come 
about  as  a  result  of  certain  of  his  records  not  having  been  properly 
kept. 

Perhaps  the  most  important  reason  for  complying  as  promptly  as 
possible  with  requests  from  the  records  of  the  World  War  is  that  the 
successful  accomplishment  of  the  relief  work  of  the  Veterans'  Bu- 
reau, the  Auditor  of  the  War  Department,  Army  finance  officers, 
the  American  Red  Cross,  and  other  relief  agencies,  both  official  and 
private,  is  primarily  contingent  upon  obtaining  information  from 
the  records  of  The  Adjutant  General's  office. 


58  STUDIED  IS   CITIZENSHIP 

It  is  no  exaggeration  to  state  that  the  records  of  the  World  War 
to-day  are  far  more  nearly  complete  than  were  those  of  the  Civil  War 
30  years  after  its  close,  and  are  equally  as  accessible  as  were  those 
records  after  they  had  been  carded  and  assembled  in  individual 
jackets. 

Without  enumerating  in  detail  the  numerous  functions  of  The 
Adjutant  Generals  Department,  the  instructor  should  bring  to  the 
attention  of  the  men  the  work  performed  which  touches  more  nearly 
their  particular  interests,  impressing  upon  them  the  importance  of 
the  work  of  this  department. 

(References:  Army  Regulations:  Congressional  Directory;  Mili- 
tary and  Naval  America,  by  Kerrick;  Annual  Reports  of  The 
Adjutant  General.) 

Is  TKQDUCTORY  Q  UESTIONS  I 

1.  What  is  the   importance  of  having   real-estate   transfers   re- 
corded ? 

2.  What  part  do  past  records  play  in  determining  the  future  poli- 
cies of  an  industrial  concern? 

3.  What  is  the  importance  of  keeping  a  record  of  the  production 
of  each  man  ? 

4.  How  may  these  records  be  used  to  the  advantage  of  the  indi- 
vidual worker? 

5.  What  advantage  is  it  to  the  Army  to  have  access  to  its  past 
records  ? 

6.  Why  is  it  fair  to  the  soldier  that  an  accurate  record  of  his 
enlistment  be  kept? 

7.  How  do  accurate  records  protect  both  the  soldier  and  Govern- 
ment? 

8.  Why  is  it  necessary  to  charge  some  one  with  the  responsibility 
of  keeping  records? 

9.  What  can  a  soldier  do  to  facilitate  the  keeping  of  accurate 
records? 

READINGS; 

1 

During  the  last  six  months  of  the  fiscal  year  calls  for  information 
from  the  selective-service  records  averaged  2^.M4  per  mouth,  a  total 
of  136.882  searches  having  been  made.  Approximately  30,000  certi- 
fied copies  from  the  records  were  prepared  and  furni.-lied  for  use  as 
evidence  in  civil  trials  of  delinquents  and  military  trials  of  deserters, 
and  many  others  were  furnished  for  use  in  legal  controversies  in 
which  the  Government  had  no  real  interest,  upoa  receipt  of  a  cer- 
tificate by  the  court,  as  required  under  the  rules  of  the  department, 


FOR  RECRUITS  59 

that  such  copies  were  deemed  necessary  in  the  administration  of 
justice. 

In  addition  to  the  foregoing-  innumerable  calls  of  a  miscellaneous 
nature  were  received.  Registrants  requested  information  from  the 
ivords  which  they  needed  for  a  variety  of  purposes  and  to  which 
they  were  entitled  under  the  Selective  Service  Regulations.  Many 
of  them  sought  to  recover  documents  which,  'through  error,  had  been 
filed  in  their  folders,  such  as  marriage  licenses,  birth  certificates, 
passports,  and  even  business  contracts.  Inasmuch  as  the  unique 
collection  of  documents  in  the  miscellaneous  files  contains  intimate 
personal  and  business  information  relative  to  every  one  of  the 
24,000,000  registrants  it  was  natural  that  the  number  of  inquiries 
pertaining  thereto  would  be  tremendous. 

(Adapted  from  Report  of  The  Adjutant  General,  1920.) 


This  case  arose  from  a  request  from  the  General  Accounting 
Office  which  called  for  a  statement  of  service.  The  statement  could 
not  be  completed  without  the  service  record.  Nonreceipt  of  the 
service  record  will  delay  action  on  the  case  for  two  months. 

FEBRUARY  10,  1922. 

Subject:  Service  record  and  allied  papers. 
The  COMMANDING  GENERAL. 

1.  The  rosteFs  of  the  7th  Company, ,  coast  defenses 

,  for  October,  1921,  show   Private ,  dis- 
charged October  5,  1921,  on  account  of  dependency. 

2.  The  service  record  and  allied  papers  required  by  Circular  184, 
War  Department.  1921.  have  not  been  received,  in  Anew  of  which  it 
is  requested  that  the  proper  officer  be  instructed  to  forward  such 
records  to  this  office. 

By  order  of  the  Secretary  of  War: 


Adjutant  General. 


On  November  9.  1921,  the  mother  of  a  soldier  requested  infor- 
mation as  to  the  whereabouts  of  her  son,  who  was  supposed  to  be 

serving  in  Company , No  rosters  having  been 

received  for  this  organization  since  May,  1920,  it  was  necessary  to 
call  for  the  rosters  referred  to  before  a  reply  could  be  made  to  the 
case.  This  action  was  taken  on  November  28,  1921.  In  reply  thereto 
the  commanding  officer,  Company , ,  stated  that  the 


60  STUDIES  IN   CITIZENSHIP 

rosters  were  sent  to  the  regimental  headquarters  by  the  company 

commander.     The  papers  returned  from  Camp ,  with 

rosters,  and  on  December  23,  1921,  it  was  necessary  to  return  the 
papers  to  the  field  with  specific  instructions  that  the  rosters  be  ren- 
dered.   These  rosters  were  received  on  January  6,  1922.    In  conse- 
quence of  the  rosters  not  being  received  in  this  office  a  reply  to  the 
inquiry  referred  to  had  to  be  delayed  for  a  month  and  27  days. 
M.  &  E.  Div. 
Enl.  Rec.  Sec. 
Feb.  11,  1922. 
FJ/42. 

4 

On  July  1,  1918,  the  muster  roll  was  abolished,  and  on  that 
date  the  new  method  of  reporting  changes  in  the  duty  and  status 
of  officers  and  enlisted  men  was  put  into  effect.  These  reports  are 
made  daily  and  are  known  as  daily  reports  of  changes.  Upon  re- 
ceipt in  The  Adjutant  General's  Office  they  are  filed  with  the  other 
records  of  the  men  concerned,  eliminating  the  expense  incurred  in 
carding  the  muster  rolls  and  also  making  the  most  current  informa- 
tion concerning  the  soldier  immediately  available. 


A  radical  and  very  important  change  was  made,  upon  recom- 
mendation from  The  Adjutant  General's  Office,  in  the  system  of 
keeping  the  records  of  enlisted  men  before  any  men  were  drafted 
into  the  service  in  1917.  The  change  lay  in  the  substitution  on 
May  1,  1917,  of  the  service  record  for  the  descriptive  list,  which  was 
a  12-page  form  or  book  kept  by  organization  commanders. 

With  the  modern  system  of  replacements  and  frequent  transfers 
of  soldiers  from  one  organization  to  another  it  would  have  been 
difficult,  if  not  impossible,  properly  to  perform  the  enormous  amount 
of  paper  work  necessary  to  make  the  copies  of  descriptive  lists  re- 
quired under  the  old  method.  Beginning  May  1,  1917,  the  service 
record  replaced  the  descriptive  list.  This  record  is  opened  for  the 
soldier  at  the  time  of  his  enlistment  and  follows  him  throughout 
his  entire  service.  When  a  soldier  is  discharged  or  otherwise  sepa- 
rated from  the  service,  his  service  record  is  closed  and  forwarded 
to  The  Adjutant  General  of  the  Army  for  file  in  the  jacket  con- 
taining his  record  as  kept  by  the  War  Department.  While  the  or- 
ganization record  and  the  War  Department  record  are  in  a  way 
duplicates,  each  contains  certain  information  not  contained  in  the 
other. 


FOB  RECRUITS  61 

6 

In  addition  to  the  greater  economy  and  efficiency  by  bringing 
all  the  records  together,  it  has  been  possible  to  eliminate  duplica- 
tion and  even  dispense  with  some  records.  When  a  soldier  is  dis- 
charged or  otherwise  separated  from  the  service,  his  service  record, 
pay  card,  and  the  report  of  physical  examination  are  sent  to  The 
Adjutant  General's  Office  and,  together  with  the  other  records,  are 
placed  in  one  container  and  finally  removed  to  the  file  for  men  not 
in  service. 

In  this  connection  a  comparison  of  the  status  of  the  work  inci- 
dent to  the  Civil  War  with  that  following  the  World  War  will 
show  the  great  practical  advantages  of  the  present  system  over  that 
which  it  superseded. 

On  June  30,  1920,  less  than  20  months  after  the  signing  of  the 
armistice,  there  were  only  14,000  unanswered  communications  of 
all  kinds  in  the  entire  Adjutant  General's  Office,  while  the  number 
of  unanswered  calls  in  one  branch  of  the  Surgeon  General's  Office 
in  July  1889,  more  than  24  years  after  the  close  of  the  Civil  War, 
exceeded  40,000.  The  branch  referred  to  afterwards  became  the 
Record  and  Pension  Office,  which  was  later  consolidated  with  The 
Adjutant  General's  Office.  In  the  division  of  The  Adjutant  Gen- 
eral's Office  comparable  with  the  branch  of  the  Surgeon  General's 
Office  referred  to,  there  were  but  9,500  calls  for  information  unan- 
swered on  June  30,  1920 ;  and  inasmuch  as  the  daily  receipts  in  that 
division  averaged  6,000  and  the  daily  output  a  little  more  than  the 
receipts,  it  is  evident  that  the  work  was  practically  current. 


At  the  close  of  the  fiscal  year  ended  June  30,  1920,  there  had 
been  received  at  this  office  1,014,087  fingerprint  records  of  enlisted 
men  of  the  Regular  Army,  223,373  of  the  records  having  been  made 
in  case  of  reenlistment,  in  which  records  made  during  the  previous 
services  of  the  soldiers  were  on  file. 

In  addition  to  the  fingerprint  records  of  soldiers  of  the  Regular 
Army  there  had  been  received  3,413,015  fingerprint  records  of  enlisted 
men  of  the  National  Army,  the  National  Guard,  and  the  Enlisted 
Reserve  Corps,  and  also  116,103  fingerprint  records  of  officers,  making 
the  total  number  of  fingerprint  records  on  file  in  the  office  at  the 
close  of  the  fiscal  year  4,543,205  in  the  cases  of  4,319,832  individuals. 

During  the  fiscal  year  1,337  cases  of  fraudulent  enlistment  of 
former  deserters,  general  prisoners,  and  others  were  discovered 
through  the  fingerprint  system,  and  621  identifications  were  made 


62  STUDIES  IN   CITIZENSHIP 

in  the  cases  of  applicants  for  certificates  in  lieu  of  lost  or  destroyed 
discharged  certificates. 

(Adapted  from  Report  of  The  Adjutant  General,  1920.) 
QUESTIONS  ON  READINGS  : 

1.  How  could  a  man's  military  record  aid  him  in  a  civil  court  pr<>- 
ceeding  ? 

2.  Reading  1  states  that  many  certified  copies  of  the  records  of 
enlisted  men  have  been  used  in  legal  controversies.     Give  instance > 
of  this  nature  that  have  come  to  your  attention. 

3.  What  reason  could  the  Government  have  for  requiring  a  cer- 
tificate by  the  court  to  the  effect  that  this  information  is  deemed 
necessary  in  the  administration  of  justice? 

4.  In  what  sense  is  it  unjust  to  the  enlisted  man  in  reading  2  that 
his  records  of  service  have  not  been  properly  forwarded  ? 

5.  How  does  this  delay  cost  the  Government  time  and  money? 

6.  How  does  the  daily  report  of  changes  make  the  most  current 
information  concerning  every  soldier  immediately  available  in  The 
Adjutant  General's  Department. 

7.  What  advantages  do  the  daily  report  of  changes  have  over  the 
muster  roll? 

8.  What  is  a  service  record? 

9.  What  information  concerning  the  enlisted  man  is  contained  in 
the  service  record? 

10.  Why  do  organization  records  agree  with  the  individual  service 
record  of  the  enlisted  man? 

11.  What  is  done  with  the  service  record  when  the  enlisted  man  is 
discharged? 

12.  What  is  the  great  advantage  of  keeping  all  information  con- 
cerning an  enlisted  man  in  one  container  or  folder? 

13.  How  does  the  fact  that  in  1920  The  Adjutant  General's  Depart- 
ment averaged  6,000  calls  daily  for  information  concern  ing  ex-.-erv- 
ice  men  show  that  the  records  are  valuable  to  men  after  they  ha\e 
been  discharged? 

14.  What  is  a  fingerprint  record?     Ho\\  is  it  kept? 

15.  In  what  sense  is  there  less  chance  for  fraud  in  a  fingerprint 
record  than  in  any  of  the  other  records  kept  ? 

16.  In  reading  7,  why  could  The  Adjutant  General's  Depart 
feel  safe  in  Issuing  621  new  discharge  certificates  in  lieu  of  lost  or 
destroyed  discharge  certificates? 


F0B  RECRUITS  68 


XV 

CLAIMS 

TsToTE  TO  INSTRUCTOR  : 

It  is  customary  in  a  community,  a  club,  an  organization,  or  within 
a  circle  of  friends  when  a  great  misfortune  overtakes  an  individual 
for  the  remaining  members  of  the  group  to  share  the  misfortune. 
Usually  a  cash  collection  is  taken,  others  provide  for  medical  atten- 
tion, while  some,  in  the  event  of  the  death  of  a  father,  agree  to 
care  for  the  education  of  his  children. 

This  practice  of  the  group  assuming  the  burden  of  an  individual 
is  in  essence  the  function  of  all  forms  of  insurance,  and  is  in  no 
sense  to  be  considered  as  charity.  By  past  contributions  to  a  fund 
which  exists  for  this  purpose  the  individual  has  cared  for  the  calam- 
ity which  has  overtaken  him. 

It  is  very  generally  accepted  within  our  complex  civilization  that 
in  the  performance  of  any  work  an  individual  may  select  he  renders 
a  service  to  a  multitude  of  people,  and  they  in  turn  render  a  service 
to  him.  We  can  see  how  it  is  to  the  interest  of  the  public  in  gen- 
eral to  care  for  a  disabled  worker  and  get  him  back  to  the  place 
where  he  can  again  become  a  producer,  thereby  aiding  not  only  him- 
self but  the  entire  group  as  well. 

Since  the  individual  has  rendered  a  service,  he  is  entitled  to  pro- 
tection for  himself  and  his  dependents.  The  peculiar  service  ren- 
dered by  soldiers  is  that  of  protection  to  society.  It  is  especially 
fitting  and  just  that  society  should  protect  him  through  some  form 
of  compensation  and  insurance  in  case  he  meets  with  accident  or 
death  in  the  performance  of  his  duties. 
INTRODUCTORY  QUESTIONS  : 

1.  How  is  it  possible  for  a  group  to  share  the  misfortune  of  an 
individual? 

2.  In  what  sense  does  the  coal  miner  in  Pennsylvania  work  for  th<> 
farmer  in  Iowa? 

3.  How  may  it  be  said  you  work  for  many  and  many  work  for  yon  t 

4.  Since  it  is  a  case  of  you  working  for  many  and  many  working 
for  you,  why  is  it  advisable  for  the  many  to  care  for  you  and  your 
dependents  when  you  are  no   longer  able  to   care   for  them? 

5.  How  do  the  many  really  aid  themselves  by  educating  the  chil- 
dren of  the  worker  who  is  no  longer  able  to  do  it? 

C.  What  service  does  the  soldier  render  { 


64  STUDIES  IN   CITIZENSHIP 

READINGS  : 


Cecil  Huffman  was  a  member  of  the  crew  of  the  Cyclops,  a  col- 
lier which  was  reported  April  21,  1918,  as  having  mysteriously  dis- 
appeared. There  were  in  all  293  members  of  the  crew.  Previous 
to  the  time  Huffman  entered  the  Navy  he  had  made  his  home  in  a 
manufacturing  city  in  Massachusetts. 

Upon  entering  the  service  Huffman  foresaw  the  value  of  the  in- 
surance offered  by  the  Government.  His  parents  are  almost  60 
years  old.  The  father  earns  an  income  sufficient  to  provide  the 
necessities  of  life.  On  the  17th  of  each  month  the  parents  receive 
a  check  for  $57.75.  They  will  receive  these  checks  each  month  for 
20  years. 

2 

The  three  Davis  brothers,  who  previous  to  the  outbreak  of  the 
war  had  made  their  home  with  their  parents  on  a  small  farm  in 
south  central  Indiana,  enlisted  in  the  Army  in  1917.  Each  one  of 
the  boys  carried  the  full  amount  of  insurance  issued  by  the  Gov- 
ernment. 

The  youngest  brother,  George,  died  from  influenza  at  Camp  Dix 
in  September,  1918.  Three  weeks  later  Charles  was  killed  in  action. 
Ten  days  from  the  time  the  parents  received  word  of  the  death  of 
Charles  a  telegram  from  Washington  informed  them  that  their  son, 
Clarence,  had  died  as  a  result  of  disease  in  France. 

The  loss  of  their  three  sons  has  caused  Mr.  and  Mrs.  Davis  un- 
told grief.  The  fact  that  each  of  the  boys  had  made  a  provision 
for  the  old  age  of  his  parents  in  the  event  he  did  not  return  shows 
appreciation.  The  parents  receive  monthly  three  checks  each  for 
$57.75  from  the  Government.  This  money  gives  to  the  parents  the 
comforts  of  life  which  the  boys  would  have  provided  had  they  re- 
turned from  the  service  uninjured. 

3 

On  April  1,  1920,  the  United  States  Government  issued  policy 
number  C—  -  on  the  life  of  Mr.  —  —  for  $10,000 
on  the  ordinary  life  plan.  One  day  after  the  effective  date  of  in- 
surance Mr. was  murdered. 


Insurance    amounting    to    $10,000    on    the    20-year    endowment 

plan   was  issued  to  -  on   December   1,   1920.     In  the 

dirigible  accident  at  Hull,  England,  was  killed. 


FOR   RECRUITS  65 


Policy  number  C—  -  for  $10,000  ordinary  life  was  is- 

sued  on  the   life   of   Mr.   -  -   April   1,   1920.     Fourteen 

months  later  Mr.  was  accidentally  killed  in  an  auto 

accident. 

6 

Lee  Newkirk  was  killed  in  France  October,  1918.  Newkirk 
was  a  married  man  with  one  child.  The  United  States  Government 
is  to-day  paying  Mrs.  Newkirk  $35  monthly  as  compensation.  New- 
kirk did  not  carry  Government  insurance. 

QUESTIONS  ox  READINGS  : 

1.  How  did  the  group  share  the  misfortune  of  the  death  of  Huff- 
man? 

2.  How  did  Huffman  make  it  possible  for  his  parents  to  receive 
the  monthly  checks  ? 

3.  Could  he  have  been  assured  of  the  protection  if  he  had  never 
contributed  to  a  fund  for  the  dependents  of  other  soldiers  and  sailors 
who  had  met  death  ?    Why  ? 

4.  The  three  Davis  brothers  had  been  in  the  Army  about  one  year 
and  had  paid  no  more  than  $75  each,  yet  the  United  States  Govern- 
ment will  pay  $57.75  for  240  months  to  the  parents  in  each  case. 
Explain  ho\v  this  is  possible. 

5.  In   what   sense  were   the   Davis  brothers   working   for  many 
people  ? 

G.  How  was  this  group  of  people  working  for  the  three  brothers? 

7.  How  did  the  man  in  reading  2,  who  was  murdered,  provide  an 
income  for  his  wife  and  two  children  ? 

8.  In  what  manner  could  the  man  in  reading  4,  who  was  killed  in 
the  dirigible  accident,  be  said  to  have  provided  sufficient  funds  for 
the  education  of  his  children? 

9.  What  service  was  Newkirk  rendering  at  the  time  he  met  his 
death  ? 

10.  Why  should  the  United  States  Government  feel  obligated  to 
care  for  Newkirk's  wife  and  child  ? 

11.  How  long  will  Mrs.  Newkirk  receive  this  compensation? 

12.  What  did  Newkirk  pay  in  order  that  his  wife  and  child  would 
receive  compensation  in  event  of  his  death  ? 

13.  Why   didn't  Newkirk  carry  United   States   Government  in- 
surance ? 

14.  What  is  the  difference  between  United  States  Government  in- 
surance and  compensation  ? 

15.  Where  will  you  go  to  get  information  concerning  Govern- 
ment insurance? 

5008°— 22 5 


66  STUDIES  IN  CITIZENSHIP 

i 

XVI 

ENGLISH 

NOTE  TO  INSTRUCTOR: 

One  of  the  important  topics  emphasized  in  the  preceding  lessons  is 
the  value  of  the  use  of  inspection  in  the  Army.  You  may  find  the 
questions  below  suggestive  for  an  oral  discussion  of  this  topic.  After 
the  oral  discussion,  have  the  men  put  thier  ideas  in  writing.  They 
will,  of  course,  be  at  a  loss  to  know  just  how  to  begin.  It  may  l>e 
necessary,  again,  for  you  to  assist  them  in  making  an  outline  by  winch 
to  write.  If  you  find  this  desirable,  you  can  follow  the  general  method 
outlined  in  period  6. 

Some  of  the  outstanding  points  in  the  oral  discussion  should  be 
emphasized  in  the  written  work.  In  making  the  outline,  you  may 
find  the  following  points  suggestive: 

(1)  In  order  that  an  Army  may  be  able  to  win  battles,  it  is  neces- 
sary that  the  soldiers  who  make  up  the  Army  be  in  good  physical  con- 
dition.    A  medical  examination  is  required  upon  entrance,  so  that 
only  men  in  good  physical  condition  may  be  admitted.    This  infor- 
mation may  be  compared  to  the  inspection  of  raw  materials  in  fac- 
tories.   In  either  case  the  purpose  is  the  same  and  the  two  inspections 
are  of  equal  importance. 

(2)  During  the  period  of  enlistment  frequent  medical  inspections 
are  held  to  prevent  the  outbreak  of  an  epidemic.    A  soldier  in  poor 
health  is  a  handicap  in  that  he  can  not  fight,  and  in  addition  requires 
the  services  of  others  to  care  for  him. 

(3)  No  Army  can  win  battles  unless  it  is  properly  equipped.    After 
equipment  has  been  issued  to  a  soldier,  it  is  expected  that  he  keep  it 
intact  and  take  proper  care  of  it.    Inspection  of  equipment  is  intended 
to  keep  all  soldiers  fully  equipped  and  impress  upon  them  the  im- 
portance of  taking  proper  care  of  the  equipment. 

(4)  In  addition  to  being  in  good  health  and  fully  equipped,  a  sol- 
dier must  be  well  trained.    A  great  deal  of  attention  is  paid  to  the 
training  of  a  soldier.     Inspection  plays  an  important  part  at  all 
stages  in  the  training  of  a  soldier. 

(5)  Inspections  of  material,  equipment,  and  methods  of  training 
frequently  indicate  to  those  in  authority  that  many  changes  are  es- 
sential to  the  welfare  and  efficiency  of  the  Army. 

REVIEW  QUESTIONS: 

1.  What  are  the  duties  of  the  inspectors  in  an  automobile  factory? 

2.  Would  it  be  possible  to  build  an  automobile  without  having  its 
various  parts  inspected?     Why? 


FOR   RECRUITS  67 

3.  In  order  to  have  a  smooth-running  and  efficient  machine,  each 
piece  of  the  mechanism  must  measure  up  to  certain  requirements  or 
specifications.     Raw  material  must  also  undergo  an  inspection  be- 
fore it  is  made  into  the  different  parts.     Finally,  the  assembled 
machine  must  be  inspected. 

4.  What  is  inspection  in  the  Army? 

5.  When  a  man  attempts  to  enlist  in  the  Army  he  is  given  a  physi- 
cal examination.     If  he  can  pass  the  requirements  of  this  examina- 
tion he  is  admitted.     Should  the  Government  accept  any  man  for 
military  service  regardless  of  his  physical  condition?     Why? 

6.  In  what  sense  is  this  physical  examination  an  inspection?. 

7.  Should  frequent  medical  examinations  be  held  during  the  period 
of  a  man's  enlistment?     Why? 

8.  In  order  that  a  soldier  may  be  at  his  best  as  a  fighting  man,  he 
should  be:  (a)  In  good  physical  condition;  (6)  properly  equipped; 
(c)  well  trained. 

9.  In  addition  to  a  soldier  in  poor  health  not  being  counted  as  a 
fighter,  he  also  handicaps  his  fellow  soldiers.     Explain. 

10.  How  do  inspections  in  the  Army  decrease  sickness  among  the 
soldiers  ? 

11.  Why  is  the  Government  interested  in  having  soldiers  take 
proper  care  of  their  health  and  environment  ? 

12.  HOW  do  inspections  aid  in  impressing  upon  soldiers  the  im- 
portance of  complying  with  sanitary  regulations? 

13.  After  the  Government  equips  a  soldier,  why  should  it  insist  that 
he  take  proper  care  of  it? 

14.  In  what  sense  is  a  soldier  injuring  his  fellow  soldiers  when  he 
either  loses  his  equipment  or  does  not  take  proper  care  of  it  ? 

15.  How    do    inspections    assist    in    keeping    soldiers    properly 
equipped  ? 

16.  How  do  inspections  show  the  Government  that  either  new 
material  or  material  of  a  different  type  is  needed  for  the  welfare  and 
efficiency  of  the  Army  ? 

17.  How  much  of  the  success  of  any  army  depends  upon  its  train- 
ing? 

18.  How  do  the  purposes  of  inspection  in  the  Army  compare  with 
the  purposes  of  inspection  in  an  automobile  factory  ? 

19.  Why  is  inspection  as  essential  in  the  Army  as  it  is  in  a  factory? 

20.  Write  not  less  than  250  words  on  "  The  value  of  inspection  in 
the  Army." 


68  STUDIES  IN   CITIZENSHIP 

XVII 
THE  UNITED  STATES  MILITARY  ACADEMY 

NOTE  TO  INSTRUCTOR  : 

The  work  of  the  world  requires  the  services  of  many  specially 
trained  men.  Those  who  plan  large  enterprises  involving  the  labor 
of  many ;  those  who  touch  vitally  the  life  and  influence  the  character 
of  the  people  must  have  exceptionally  careful  training  in  both  the 
technique  and  the  ethics  of  their  professions.  In  this  class  we  would 
put  the  physician,  the  teacher,  the  architect,  the  engineer,  and  others. 
The  need  for  exceptional  abilities  for  such  services  is  so  generally 
recognized  that  special  schools  are  conducted  to  give  the  training. 
We  have  our  schools  of  medicine,  schools  for  teachers,  schools  for 
engineers,  etc.,  which  give  their  attention  wholly  to  the  training  of 
people  for  these  professions. 

It  is  to  this  class  of  professions  that  the  soldier  belongs.  He  deals 
in  human  lives,  and  has  under  his  guardianship  the  most  sacred 
principles  of  the  Nation.  Besides,  his  profession  has  come  to  be 
highly  technical  and  varied  in  character.  It  is  important,  therefore, 
that  the  man  who  plans  to  follow  the  profession  of  arms  be  early 
set  apart  for  special  training  in  his  profession.  He  will  need  the 
most  rigid  drill  in  the  technique  and  moral  standards  of  the  profes- 
sion, reinforced  by  a  background  of  liberal  culture.  He  must  have 
his  special  school  that  will  put  into  his  early  training  a  foundation 
upon  which  to  rear  an  honorable  and  efficient  career  as  a  soldier. 
This  special  school  for  the  American  soldier  is  the  United  States 
Military  Academy. 

INTRODUCTORY  QUESTIONS  : 

1.  If  you  were  sick  or  wounded,  would  you  prefer  a  physician  of 
fine  training  to  one  of  poor  training?    Why? 

2.  Why  do  we  require  a  physician  to  have  a  license  to  practice  his 
profession  ? 

3.  Why  do  we  have  special  schools  for  the  training  of  teacher- 1 

4.  Why  should  physicians,  teachers,  architects,  engineers,  and  the 
like  have  a  high  sense  of  honor  in  the  performance  of  their  duties? 

5.  Why  should  a  soldier  cultivate  a  high  sense  of  duty  and  honor  ? 

6.  Why  should  a  soldier  have  special  training  for  his  profession? 

HEADINGS: 

1 

There  is  a  model  village  situated  on  the  banks  of  the  Hudson 
River,  in  New  York  State.  The  people  living  in  this  village  are 


FOR   RECRUITS  69 

among  the  cleanest,  healthiest,  and  busiest  in  the  world.  One  inter- 
esting thing  about  this  place  is  that  no  liars  are  allowed.  Another 
is  that  everything  and  everybody  is  immaculate.  Dirt  is  forbidden. 
It  is  difficult  to  get  permission  to  live  in  this  village,  and  it  is  still 
more  difficult  to  stay  there.  An  untidy  person,  a  person  who  is  fre- 
quently late,  a  shirker,  or  a  liar  is  soon  discovered  and  forced  to 
leave.  It  is  the  belief  of  the  officials  of  this  village  that  it  does  not 
pay  to  educate  a  liar. 

If  all  persons  who  do  not  tell  the  truth  should  be  expelled  from  the 
towns  in  which  they  live  it  would  take  many  trains  to  carry  them 
away.  A  liar  is  always  dangerous,  but  there  is  a  special  reason  why 
this  community  must  expel  every  untruthful  person.  This  village  is 
the  United  States  Military  Academy  at  West  Point.  It  is  here  that 
the  United  States  trains  officers  for  the  Army.  In  times  of  danger 
every  officer  must  know  that  every  other  officer  and  soldier  is  telling 
the  exact  truth.  A  battle  might  be  lost  through  a  "  white  "  lie.  No 
weaklings,  no  liars,  no  bullies  should  be  graduated  from  West  Point. 

In  reading  the  rules  of  conduct  at  West  Point  we  find  that  some 
offenses  are  punished  in  two  ways — by  dismissal  or  "  otherwise  less 
severely";  but  lying  and  ungentlemanly  conduct  has  only  one  pen- 
alty— dismissal.  The  West  Point  motto  is  "  Duty,  honor,  country." 

(Adapted  from  My  Country,  Turkington.) 


The  maximum  authorized  strength  of  the  Corps  of  Cadets  at  the 
United  States  Military  Academy  (excepting  the  4  Filipinos)  is 
1.334,  appointed  in  number  and  from  sources  as  follows:  Four  from 
each  State  at  large;  2  from  each  congressional  district;  2  from  each 
Territory ;  4  from  the  District  of  Columbia ;  2  from  natives  of  Porto 
Rico ;  82  from  the  United  States  at  large,  2  of  whom  are  appointed 
upon  the  recommendation  of  the  Vice  President  and  20  of  whom  are 
selected  from  among  the  honor  graduates  of  educational  institutions 
having  officers  of  the  Regular  Army  detailed  as  professors  of  mili- 
tary science  and  tactics,  and  which  institutions  are  designated  as 
"  honor  schools  "  upon  the  determination  of  their  relative  standing 
at  the  hist  preceding  annual  inspection  regularly  made  by  the  War 
Department;  and  180  to  be  appointed  from  among  the  enlisted  men 
of  the  Regular  Army  and  of  the  National  Guard,  in  number  as  nearly 
equal  as  practicable,  between  the  ages  of  19  and  22,  who  have  served 
as  enlisted  men  not  less  than  one  year.  They  are  appointed  by  the 
President,  and  those  appointed  from  States  at  large,  from  congres- 
sional districts,  from  the  Territories,  from  the  District  of  Columbia, 
and  from  the  island  of  Porto  Rico  must  under  the  law  be  actual  resi- 
dents thereof,  respectively. 


70  STUDIES  IN   CITIZENSHIP 

Appointments  to  the  Military  Academy  from  among  the  enlisted 
men  of  the  Regular  Army  are  made  by  competition  throughout.  No 
political  influence  is  needed ;  the  best  man  wins. 

Each  year  a  definite  allotment  of  candidates,  based  on  the  number 
of  vacancies  available,  is  made  to  each  corps  area  and  department, 
the  commanding  generals  thereof  being  instructed  to  bring  the  mat- 
ter to  the  attention  of  all  enlisted  men  within  his  command  and  to 
encourage  them  to  apply  for  appointment  if  they  meet  the  require- 
ments. If  the  number  of  applicants  exceed  the  number  of  candi- 
dates allotted  to  any  corps  area  or  department,  the  commanding  gen- 
eral must  resort  to  a  preliminary  competitive  examination  of  a  scope 
and  nature  similar  to  the  regular  entrance  examination,  to  be  held 
between  December  1  and  December  15,  for  the  purpose  of  selecting 
the  candidates  allotted  to  his  corps  area  or  department. 

The  candidates  thus  selected  are  authorized  to  report  for  the  regu- 
lar entrance  examination  in  March,  and  enter  it  on  a  competitive 
basis  entirely,  competing  with  all  candidates  similarly  selected  by 
other  corps  areas  and  departments.  All  vacancies  available  on  July 
1  following  are  filled  by  the  admission  of  qualified  candidates,  in  the 
order  of  merit  established  at  the  examination  in  March ;  i.  e.,  if  there 
are  20  vacancies  available,  the  first  20  candidates  on  the  qualified  list, 
arranged  in  order  of  merit,  are  admitted. 

The  regular  entrance  examination  in  March  consists  of  the  fol- 
lowing-named subjects:  Algebra,  to  include  quadratic  equations  and 
progressions;  plane  geometry;  English  grammar,  composition,  and 
literature ;  and  general  and  United  States  history. 


Date  of  admission. — Candidates  who  fully  conform  to  the  re- 
quirements, and  who  report  in  person  to  the  superintendent  on  the 
first  week  day  in  July,  before  12  o'clock  noon,  shall  be  admitted  as 
cadets  of  the  United  States  Military  Academy,  and  shall  receive  their 
warrants  of  appointment  as  soon  as  practicable. 

Engagement  to  serve. — Immediately  after  reporting  to  the  super- 
intendent for  admission,  and  before  receiving  their  warrants  of  ap- 
pointment, candidates  are  required  to  sign,  in  the  presence  of  the 
superintendent,  or  of  some  officer  deputed  by  him,  engagements  for 
service  in  the  following  form : 

I, ,  of  the  State  (or  Territory)  of 

,  aged years months,  do  here- 
by engage  (with  consent  of  my  parents  or  guardian)  that  from  the 
date  of  my  admission  as  a  cadet  of  the  United  States  Military 
Academy,  I  will  serve  in  the  Army  of  the  United  States  for  eight 
years  unless  sooner  discharged  by  competent  authority. 

In  the  presence  of . 


FOR  RECRUITS  71 

Oath  of  allegiance. — Each  cadet  shall,  previous  to  his  admission 
to  the  academy,  take  and  subscribe  an  oath  or  affirmation  in  the  fol- 
lowing form: 

I, ,  do  solemnly  swear  that  I  will  sup- 
port the  Constitution  of  the  United  States  and  bear  true  allegiance 
to  the  National  Government;  that  I  will  maintain  and  defend  the 
sovereignty  of  the  United  States  paramount  $o  any  and  all  al- 
legiance, sovereignty,  or  fealty  I  may  owe  to  any  State,  county,  or 
country  whatsoever;  and  that  I  will  at  all  times  obey  the  legal  orders 
of  my  superior  officers  and  rules  and  articles  governing  the  Armies 
of  the  United  States.  (Sec.  1320,  K.  S.) 

Sworn  to  and  subscribed  at this day 

of nineteen  hundred  and before  me. 

Qualifications. — No  candidate  shall  be  admitted  who  is  less  than 
5  feet  4  inches  in  height,  or  who  is  deformed  or  afflicted  with  any 
disease  or  infirmity  which  would  render  him  unfit  for  military  serv- 
ice, or  who  has,  at  the  time  of  presenting  himself,  any  disorder  of 
an  infectious  or  immoral  character.  Candidates  must  be  unmarried. 

Enlisted  candidates  are  eligible  for  admission  from  the  day  they 
are  19  until  the  day  they  become  22  years  of  age,  on  which  latter 
day  they  are  not  eligible. 

Each  candidate  must  on  reporting  at  West  Point  present  a  certi- 
ficate showing  successful  vaccination  within  one  year,  or  a  certificate 
of  two  vaccinations,  made  at  least  a  month  apart,  within  two  months. 


The  pay  of  a  cadet  is  $780  per  year  and  one  ration  per  day, 
or  commutation  thereof  of  $1.08  per  day,  to  commence  with  his 
admission  to  the  academy.  The  total  is  $1,740.20.  The  actual  and 
necessary  traveling  expenses  of  candidates  from  their  homes  to 
the  Military  Academy  are  credited  to  their  accounts  after  their  ad- 
mission as  cadets. 

Immediately  after  admission  candidates  must  be  provided  with  an 
outfit  of  uniform,  etc.,  the  cost  of  which  is  about  $250.  The  sum,  or 
an  amount  which,  in  addition  to  the  traveling  expenses  men- 
tioned above,  will  equal  $250,  should  be  deposited  with  the  treasurer 
of  the  academy  before  the  candidate  is  admitted. 


From  the  moment  that  a  cadet  enters  West  Point  his  past  life, 
experiences,  advantages,  record  disappear  into  oblivion  so  far  as 
the  authorities  and  other  cadets  are  concerned.  No  reference  is  ever 
made  to  any  cadet's  home,  to  his  connections,  to  his  family,  unless 


72  STUDIES  IN   CITIZENSHIP 

he  introduces  the  subject.  Once  he  becomes  a  cadet,  a  new,  clean 
sheet  of  his  life  is  started  for  him,  and  whatever  is  entered  thereon 
depends  solely  upon  himself.  Every  man  at  West  Point  has  the 
same  chance — the  chance  of  advancement  based  upon  merit  and  effi- 
ciency and  upon  nothing  else.  It  makes  no  difference  to  the  officers 
in  charge  or  to  the  other  cadets  whether  a  man's  family  is  wealthy 
or  distinguished.  As  a  matter  of  fact,  this  information  is  rarely 
known,  because  all  of  the  cadets  report  together;  they  are  totally 
unknown  to  those  in  charge,  so  that  there  is  no  possible  way  to  ascer- 
tain anything  about  the  cadet's  antecedents.  They  lose  their  iden- 
tity completely,  and  so  much  so  that  the  upper  classmen  take  months 
to  learn  the  real  names  (of  the  first-year  men),  meanwhile  calling 
them  by  the  generic  names,  Ducrot,  Dumbguard,  and  Dumbjohn. 
(West  Point,  Robert  C.  Richardson,  jr.,  pp.  284-285.) 

QUESTIONS  ON  READINGS: 

1.  Where  is  the  United  States  Military  Academy  ? 

2.  Why  is  West  Point  spoken  of  as  a  model  village  ? 

3.  Why  should  not  shirkers,  untidy  persons,  and  liars  be  permitted 
to  remain  at  West  Point  ? 

4.  Why  is  a  liar  particularly  dangerous  in  the  Army? 

5.  Are  the  officials  at  West  Point  right  in  thinking  that  it  does  not 
pay  to  educate  a  liar  ?     Why  ? 

6.  What  is  the  importance  of  beautiful  surroundings  and  fine  tra- 
ditions in  the  building  of  the  soldiery  character? 

7.  What  is  the  meaning  of  the  West  Point  motto  ? 

8.  What  part  does  West  Point  play  in  the  training  of  a  soldier  ? 

9.  Is  an  officer's  education  complete  when  he  leaves  West  Point? 
What  other  provisions  are  made  for  his  training? 

10.  What  is  the  authorized  strength  of  the  Corps  of  Cadets? 

11.  How  are  they  appointed? 

12.  How  may  enlisted  men  be  appointed  to  West  Point? 

13.  Why  should  a  man  agree  to  serve  a  certain  number  of  years 
in  the  Army  when  he  accepts  an  appointment  to  West  Point  ? 

14.  What  is  the  Constitution  of  the  United  States  ? 

15.  Why  is  a  cadet  required  to  take  an  oath  to  support  it  ? 

16.  What  is  meant  by  the  words  of  the  oath,  "  bear  true  allegiance 
to  the  National  Government "  ? 

17.  Why  is  the  Government  willing  to  spend  $1,174.20  a  year  for 
four  years  to  educate  one  man  at  West  Point? 

18.  What  is  meant  by  saying  that  the  men  at  West  Point  lose 
their  identity?     What  are  the  advantages  of  having  all  on  equal 
footing  ? 


FOR  RECRUITS  73 

19.  How  does  the  spirit  of  good  fellowship  and  the  practice  of 
vigorous  sports  at  AVest   Point   contribute  to  the  training  of   an 
officer? 

20.  How  does  the  training  at  West  Point  compare  with  that  at 
other  colleges  in  preparing  men  for  successful  careers  in  professions 
other  than  that  of  a  soldier? 

21.  What  chance  has  the  enlisted  man  to  prepare  for  entrance 
examinations  for  West  Point? 

•2-2.  What  other  ways  are  open  for  enlisted  men  to  get  commis- 
sions ? 


74  STUDIES  IN    CITIZENSHIP 


XYIII 
THE  GREAT  WAR 

NOTE  TO  INSTRUCTORS  : 

Success  in  modern  war  demands  not  the  organization  of  armies 
alone  but  the  organization  of  the  nation.  Among  nations  of  hunters 
every  man  was  a  warrior  as  well  as  a  hunter.  In  time  of  war  all  took 
the  field  and  maintained  themselves  in  the  same  manner  as  when  they 
lived  at  home.  Such  was  true  of  nations  of  shepherds  and  is  true  to- 
day of  all  nomadic  peoples.  During  the  time  of  Hannibal  war  was 
carried  on  almost  wholly  by  armed  forces  who  maintained  themselves 
at  the  expense  of  the  enemy  country.  During  our  own  Revolutionary 
War  the  plowman  was  transformed  into  a  soldier  by  simply  dropping 
the  plow  handles  and  taking  down  his  musket  and  powder  horn.  But 
modern  warfare  is  not  carried  on  by  quickly  prepared  armies  march- 
ing out  to  occasional  battles.  It  involves  scientific  research,  giant 
machines  drawn  by  traction  engines,  scientific  calculation,  careful  or- 
ganization, a  continuous  stream  of  equipment,  food,  and  ammunition. 
Every  function  of  the  social  system  must  be  intensified  and  directed 
to  the  single  purpose  to  which  all  else  is  subordinate. 

This  change  in  warfare  from  a"  conflict  between  armies  to  a  conflict 
between  nations,  demanding  the  organization  of  all  national  re- 
sources and  the  cooperation  on  the  part  of  everyone,  necessitates,  in 
time  of  war,  a  readjustment  of  the  social,  economic,  and  industrial 
activities  of  the  nations  involved.  A  readjustment  along  these  lines 
disturbs  not  only  the  nations  at  war  but  the  other  nations  as  well,  be- 
cause we  are  bound  together  so  closely  by  political,  social,  economic, 
and  intellectual  ties  that  any  great  war  is  inevitably  felt  everywhere. 
This  was  demonstrated  by  the  European  war. 

INTRODUCTORY  QUESTIONS  : 

1.  What  is  a  riot? 

2.  How  does  war  differ  from  a  riot? 

3.  How  did  the  World  War  differ  from  other  wars? 

4.  How  did  it  illustrate  the  statement  that  wars  are  no  longer 
fought  by  armies  alone  but  by  whole  nations? 

READINGS  : 

1 

Hannibal,  when  he  was  30  years  old,  took  up  the  army  that  his 
father  had  made  and  the  war  that  his  father  had  planned.  Part  of 


FOR  RECRUITS  75 

his  soldiers  he  left  to  protect  Spain,  part  he  sent  to  guard  Carthage 
and  the  coast  of  Africa,  but  the  great  mass  he  led  straight  into  Italy. 
It  was  a  march  of  500  miles  from  Spain.  There  were  rivers  to  cross, 
hostile  tribes  to  win  a  way  through,  and  a  rugged  wall  of  snow- 
topped  mountains  to  pass.  For  more  than  two  weeks  the  armies 
climbed  the  steep  mountain  trail.  Sometimes  the  men  and  baggage 
mules  slipped  from  the  narrow,  snow-covered  paths  and  plunged  over 
the  precipice.  The  mountain  tribes  hid  behind  rocks  and  worried 
the  army  and  killed  the  stragglers.  The  men  suffered  from  cold  and 
from  hunger,  for  food  was  difficult  to  find  here  on  barren  mountains. 
Hannibal  started  from  Spain  with  an  army  of  50,000  fresh  sol- 
diers ;  he  trailed  clown  from  the  fierce  Alps  into  Italy  with  6,000  men, 
hungry,  tired,  and  discouraged.  The  mountains  had  done  their  best 
to  protect  Italy.  With  that  small  army,  however,  he  met  the  Romans 
and  defeated  them.  For  17  years  he  led  his  troops  about  in  Italy, 
feeding  them  on  Italian  crops,  living  in  Italian  towns,  every  moment 

on  guard,  proved  himself  one  of  the  greatest  generals  of  the  world. 
*     *     * 

But  Carthage,  across  the  sea,  was  untouched  and  safe.  To  be  sure, 
she  was  proud  of  her  brilliant  general,  who  was  winning  battles  off 
there  in  Italy,  and  yet  she  was  jealous,  too.  She  was  stingy,  more- 
over, and  unwilling  to  spare  him  more  money  and  men.  "  Let  him 
shift  for  himself,"  she  seemed  to  say. 

But  an  army  can  not  live  in  an  enemy's  country  without  help  from 
home.  So  gradually  the  Romans  closed  about  Hannibal  and  shut 
him  up  in  the  southern  end  of  Italy.  At  last  they  sent  an  army  into 
Africa  and  threatened  Carthage  herself.  Then  the  proud  city  sent 
for  its  great  general  to  come  home.  Hannibal  and  his  army  left 
Italy,  landed  in  Africa,  met  the  Romans,  and  were  defeated. 

(Adapted  from  Our  Ancestors  in  Europe,  Jennie  Hall,  pp.  93-95.) 


When  France  sprang  to  arms  in  August,  1914,  to  repel  the 
invader,  she  called  to  the  colors  four-fifths  of  all  able-bodied  workers 
between  19  and  45  years  of  age.  This  meant  that  the  ordinary  activi- 
ties of  France  were  greatly  hindered.  In  whole  districts  mines, 
quarries,  paper  mills,  iron  works,  spinning  mills,  and  many  business 
establishments  either  closed  their  doors  or  ran  on  a  very  light  sched- 
ule. At  first  this  did  not  greatly  worry  the  responsible  officials. 
Perhaps  they  thought  that  they  could  soon  repulse  the  foe  by  means 
of  their  existing  materials  of  war;  that  is,  by  using  their  existing 
stock  of  cannon,  shells,  rifles,  ammunition,  blankets,  clothing,  trans- 
port wagons,  etc.;  and  that  they  could  then  return  to  the  everyday 
tasks  they  had  dropped. 


76  STUDIES   IX    CITJZKXSH1P 

Mars  was  not  to  be  satisfied  so  easily  and  so  quickly.  It  was  to  be 
a  long  war,  and  war  is  a  greedy  destroyer.  France's  stock  of  war 
materials  was  used  up  at  a  tremendous  rate.  More  had  to  be  pro- 
duced and  forwarded  to  the  army.  Who  was  to  produce  these 
things?  The  loyal  youths,  wTomen,  and  old  men  of  France  were 
eager  to  help,  but  they  did  not  know  the  trades  and  could  not  direct 
the  operations.  Until  trained,  they  could  furnish  only  unskilled 
labor. 

3 

It  was  September  11.  On  the  morrow  was  to  begin  the  drive 
to  wipe  out  the  St.  Mihiel  salient,  that  famous  series  of  ridges  and 
hills  that,  despite  some  of  the  bloodiest  fighting  of  the  war,  had 
withstood  all  French  attempts  to  take  it.  This  was  to  be  practically 
an  all- American  affair,  under  our  owrn  command.  As  far  back  as  the 
winter  before,  when  the  First  Division  held  the  Toul  sector,  I  had 
seen  preparations  making  for  it;  lately  I  had  glimpsed  some  of  the 
results:  Railroads  crisscrossing  the  woods,  running  almost  in  the 
front  lines;  battery  after  battery  of  heavy  guns,  ammunition  enough, 
so  it  seemed,  to  blow  Montsec  from  the  face  of  the  earth.  The 
prophecies  of  last  winter  were  about  to  be  fulfilled.  The  First 
Division  was  to  outflank  and  take  the  terrible  Butte. 

Xine  o'clock  and  black  as  Egypt,  the  rain  heavier  than  ever.  We 
fell  into  line,  the  surgeon's  group,  with  which  I  was  to  work,  in  the 
lead.  We  began  to  march  through  heavy,  clinging  mud,  knee  deep ; 
every  step  an  effort.  Along  a  twisting  road,  across  a  field  that  wTas 
worse.  "  Look  out  for  the  shell  holes."  Too  late ;  they  dragged  me 
out  of  the  watery  pit.  A  snicker  ran  down  the  line.  "A  man  fell  in. 
He's  in  the  Army  now." 

We  came  to  a  railroad,  where  the  going  was  better.  A  whistle  blew 
sharply  ahead;  we  jumped  aside  to  let  a  "  dinkey  "  and  a  train  of  flat 
cars  pass.  "What's  a  train  doing 'here  I"  Out  of  the  darkness  a 
voice :  "  Delivering  bonbons  for  the  Boche.  Going  to  be  some  barrage, 
believe  me.  See  you  in  Metz."  Somehow  our  group  got  lost.  For 
two  hours  we  groped  around,  falling  headlong  into  invisible  trenches, 
crawling  painfully  through  barbed-wire  entanglements.  AVTe  came  at 
last,  in  tatters  and  soaked  to  the  skin,  on  the  crest  of  a  hill.  We 
huddled  down  under  a  road  bank.  It  was  5  minutes  to  1.  We 
counted  the  seconds. 

At  1  o'clock  came  the  deep-throated  "  boom  " :  we  awaited.  We  fol- 
lowed up  the  sound  of  the  shell;  saw  the  flash  as  it  fell  on  the  flank 
of  the  Butte.  The  night  was  suddenly  alive  and  quivering  with 
sound.  All  the  great  cannon  that  for  months  had  lain  hidden  and 
silent  for  this  hour  were  vomiting  fire  and  steel  upon  Montsec.  The 


FOE  RECRUITS  77 

wet  sky  grew  red  with  the  blaze  of  it.  Fountains  of  white  flame  out- 
lined the  ridges.  The  towering  Butte  was  a  cataract  of  fire.  *  *  * 
The  rain  ceased.  Dawn  came,  gray  and  cold,  a  keen  wind  blowing. 
We  could  make  out  our  battalion  lying  a  little  below  us  on  the 
slope.  *  *  * 

Before  us  lay  the  Montsec  panorama  we  Americans  had  been 
wistfully  viewing  for  nearly  a  year.  The  wide  valley  plain,  dotted 
with  groves  and  ruined  villages — Boucainville,  Rlchecourt,  Seich- 
prey  of  bloody  memory  for  one  Yankee  division;  beyond,  rising 
steeply,  the  wooded  ridges,  and  in  their  van,  flying  streamers  of 
smoke,  the  grim  Butte.  Over  the  plain  rolled  the  barrage,  the  tanks, 
the  first  wave,  pigm}dike  under  the  shadow  of  the  hills.  Down  our 
slope  moved  the  second  and  third  waves.  All  the  infantry  of  the 
division  was  in  sight  at  once,  bayonets  fixed;  three  parallel  hedges 
of  bristling  steel  moving  steadily  toward  the  heights.  Overhead  air- 
planes darted  and  circled.  The  man  beside  me,  forgetting  that  he 
was  scared,  caught  his  breath :  "  I  want  to  live  to  remember  this." 

(Adapted  from  Bolenius  Sixth  Eeader,  pp.  171-174.) 


During  the  World  War  the  director  of  motor-truck  construction 
said,  "  Without  trucks  the  war  can't  be  won."  Said  the  military  lead- 
ers, "Without  an  Army  the  enemy  can't  be  defeated."  From  the 
Navy  came  the  cry,  "  Without  our  protection  the  Army  and  the 
trucks  can't  reach  France."  "  We  are  the  eyes  of  the  armed  forces  of 
the  Nation ;  nothing  can  be  accomplished  without  our  help,"  said  the 
aviators.  "  Food  will  win  the  war,"  insisted  Mr.  Hoover.  "  Ships ! 
ships !  more  ships !  Build  a  bridge  of  ships  to  Pershing,  or  democracy 
is  lost !  "  shouted  Frederick  Palmer.  "  Subscribe  to  the  Liberty  loan, 
and  win  the  war,"  urged  Secretary  McAdoo. 

(Community  Life  and  Civic  Problems,  Hill,  pp.  13-14.) 


The  European  war  involved  93  per  cent  of  the  population  of  the 
world.  The  neutral  countries  had  a  combined  population  of  only 
130,000,000,  whereas  the  countries  which  took  part  in  the  war  had  a 
combined  population  of  over  1,700,000,000.  The  grand  total  of  men 
enrolled  in  the  various  armies  was  over  56,000,000,  of  whom  7,553,600 
were  slain,  16,937,000  wounded,  and  6,729,000  missing  or  prisoners. 

There  were  about  30,000,000  under  arms  at  the  close  of  the  war. 

• 
QUESTIONS  ON  HEADINGS  : 

1.  What  were  some  of  the  difficulties  that  Hannibal's  army  encoun- 
tered in  crossing  the  Alps  ? 

2.  What  was  the  condition  of  the  Army  when  it  reached  Italy? 


78  STUDIES   IN    CITIZENSHIP 

?>.  What  was  the  distance?     Would  it  be  considered  a  lono-  and 

D 

hazardous  trip  now?     Why? 

4.  How  were  the  soldiers  provided  for  ? 

.">.  What  kind  of  support  did  the  Army  receive  from  the  people  at 
home? 

6.  At  the  outbreak  of  the  World  War,  when  France  called  to  the 
colors  four-fifths  of  all  able-bodied  workers  between  19  and  45.  why 
were  the  ordinary  activities  of  the  country  greatly  hindered  ( 

7.  Who  took  the  places  of  the  able-bodied   workers  that  were 
fighting? 

8.  Why  were  they  handicapped  ? 

9.  Why  must  France  keep  her  mines,  quarries,  mills,  iron  works, 
spinning  mills  going  in  time  of  war? 

10.  Describe  the  taking  of  St.  Mihiel  salient. 

11.  What  was  necessary  to  prepare  an  army  for  a  battle  of  this 
kind? 

12.  Could  an  army  of  this  kind  live  off  the  enemy  country  ?     Why  ? 

13.  How  did  the  trucks  help  win  the  war?     The  Army?     The 
Navy?     Airships?    'Food?     Ships?     Buying  Liberty  bonds? 

14.  What  is  the  population  of  the  world? 

15.  What  per  cent  of  the  population  of  the  world  was  involved  in 
the  World  War? 

16.  How  many  men  were  enrolled  in  all  the  various  armies? 

17.  How  were  neutral  countries  affected  by  the  war  ? 

18.  "  With  our  present-day  interdependence,  nations  are  bound 
together  so  closely  that  any  great  war  is  inevitably  felt  everywhere." 
Explain. 

19:  "  WThen  war  comes  industry  must  be  readjusted."  Why? 
What  readjustments  do  you  know  of  that  were  made  during  the  war  \ 

20.  What  is  meant  by  universal  military  service?  What  argu- 
ments can  you  present  in  favor  of  it?  What  against  it! 


XIX 
AMERICA'S  PART  IN  THE  WAR 

.NOTE  TO  INSTRUCTOR: 

"  No  one  who  is  not  blind  can  fail  to  see  that  the  battle  of  democ- 
racy for  America  stretches  to-day  from  the  fields  of  Flanders  to 
every  house  and  workshop  where  toiling,  upward-striving  men  and 
women  are  counting  the  treasures  of  right  and  justice  and  liberty, 
which  are  being  threatened  by  our  present  enemies."  In  these  words, 
President  Wilson*,  in  the  early  days  of  the  World  War,  called  the 
attention  of  the  people  to  the  necessity  of  concentrating  every  re- 
source of  the  Nation  on  the  one  objective  of  bringing  the  war  to  a 
successful  termination.  The  record  of  America's  part  in  the  war 
gives  proof  of  the  great  power  of  national  teamwork  and  indicates 
the  type  of  effort  that  must  be  put  into  any  future  conflict  of  arms. 
It  is  the  purpose  of  this  lesson,  therefore,  to  recall  outstanding  fea- 
tures of  America's  effort  in  the  World  War  by  citing  typical  cases 
which  will  furnish  a  basis  for  enlargement  of  the  subject  through 
discussion. 

INTRODUCTORY  QUESTIONS  : 

1.  Why  did  the  United  States  enter  the  World  War? 

2.  What  do  we  mean  by  a  "  World  community  ?  " 

3.  Why  is  it  said  that  the  United  States  was  not  prepared  to  fight 
when  war  was  declared  on  April  6,  1917  ? 

-t.  In  what  respects  had  warfare  changed  since  our  previous  war 
in  1898? 

5.  How  did  these  changes  affect  the  kind  of  preparation  to  be 
made? 

6.  Why  is  it  necessary  for  "  a  whole  nation  to  fight  as  a  team  "  in 
modern  warfare? 

READINGS  : 

1 

Speaking  before  the  Business  Men's  Association,  Minneapolis, 
Minn.,  in  December,  1917,  Frank  A.  Vanderlip  said:  "We  are  apt  to 
measure  things  by  the  yardstick  of  the  dollar — the  money  value  of 
things.  We  have  seen  Congress  appropriate  for  expenditures  this 
fiscal  year  $19,000,000,000.  Do  you  know  what  a  billion  dollars  is? 
I  don't.  I  have  been  used  to  handling  million-dollar  units  a  good 
deal.  We  know  what  a  million  dollars  is  pretty  well.  We  can  pic- 
ture what  sort  of  a  building,  how  much  of  a  shop,  what  kind  of  a 


80 

store  :i  million  dollars  represents.  But  we  can  not  as  yet  adequately 
measure  a  billion  dollars.  And  we  are  to  raise  $19,000,000,000. 
Nineteen  billion  dollars !  It  would  make  a  ring  of  $20  gold  pieces 
around  the  Equator,  one  lying  next  to  the  other.  It  is  three  times 
all  the  money  there  is  in  the  United  States.  Every  dollar  that  this 
Government  has  spent  from  its  foundation,  down  through  all  the 
wars,  through  all  the  days  of  peace,  all  it  has  spent  for  pensions, 
for  the  Panama  Canal,  for  constructing  buildings — every  expendi- 
ture that  it  has  made  from  the  first  days  of  Alexander  Hamilton  in 
the  Treasury  down  to  the  beginning  of  this  fiscal  year — foots  $26,- 
300,000,000,  and  now  we  are  going  to  spend  $19,000,000,000  in  a  year ! 
The  value  of  all  the  railroads  in  the  country — tracks,  terminals, 
equipment,  locomotives,  cars,  everything — is  less  than  $19.000,- 
000,000." 

Final  reports  show  that  the  direct  cost  of  the  war  was 
$22,000,000,000— more  than  $1,000,000  an  hour  for  over  two  years. 
This  amount  would  have  carried  on  the  Revolutionary  War  more 
than  a  thousand  years. 

In  addition  to  this  huge  expenditure,  nearly  $10,000,000.000  havo 
been  loaned  to  the  Allies. 


In  the  American  Army  there  is  one  officer  for  each  200  men. 
This  means  that  200,000  officers  were  required  for  the  Army  of 
4,000,000  men.  But  wThen  the  war  wras  declared  there  were  only 
6,000  officers  in  the  Eegular  Army.  The  National  Guard  divisions 
were  fortunately  able  to  furnish  most  of  their  own  officers.  After 
this  source  of  supply  had  been  exhausted,  however,  it  was  still  nec- 
essary to  secure  some  180,000  officers  elsewhere.  The  officers'  train- 
ing camps  solved  the  problem. 

******* 


The  problems  of  feeding  and  clothing  the  Army  were  difficult 
because  of  the  immense  quantities  involved  rather  than  because  of 
the  difficulty  of  manufacturing  the  articles  needed. 

Requirements  of  some  kinds  of  clothing  for  the  Army  were  more 
than  twice  as  great  as  the  pre-war  total  American  production  of  the 
same  articles. 

To  secure  the  articles  needed  for  the  Army,  the  Government  had 
to  commandeer  all  the  wool  and  some  other  staple  articles  in  the 
United  States  and  control  production  through  all  its  stages. 

American  engineers  built  in  France  17  new  ship  berths,  1,000  miles 
of  standard-gauge  track,  and  125  miles  of  narrow-gauge  track. 


FOR  RECRUITS  81 

The  Signal  Corps  strung  in  France  100,000  miles  of  telephone  and 
telegraph  wire. 

Prior  to  the  armistice  40,000  trucks  were  shipped  to  the  forces  in 
France. 

Construction  projects  in  the  United  States  cost  twice  as  much  as 
the  Panama  Canal,  and  construction  overseas  was  on  nearly  as  large 
a  scale. 


When  war  was  declared  the  United  States  had  sufficient  light 
artillery  to  equip  an  Army  of  500,000  men,  and  shortly  found  itself 
confronted  with  the  problem  of  preparing  to  equip  5,000,000  men. 

Up  to  the  end  of  April,  1919,  the  number  of  complete  artillery 
units  produced  in  American  plants  was  more  than  3,000,  or  equal  to 
all  those  purchased  from  the  French  and  British  during  the  war. 

The  number  of  rounds  of  complete  artillery  ammunition  produced 
in  American  plants  was  in  excess  of  20,000,000,  as  compared  with 
10,000,000  rounds  secured  from  the  French  and  British. 


Two  out  of  every  three  American  soldiers  who  reached  France 
took  part  in  battle.  The  number  who  reached  France  was  2,084,000, 
and  of  these  1,390,000  saw  active  service  at  the  front. 

Of  the  42  divisions  that  reached  France  29  took  part  in  active  com- 
bat service.  Seven  of  them  were  Regular  Army  divisions,  11  were 
organized  from  the  National  Guard,  and  11  were  made  up  of  National 
Army  troops. 

American  divisions  were  in  battle  for  200  days  and  engaged  in  13 
major  operations. 

In  October  the  American  divisions  held  101  miles  of  line,  or  23 
per  cent  of  the  entire  western  front. 

In  the  Battle  of  St.  Mihiel  550,000  Americans  were  engaged,  as 
compared  with  about  100,000  on  the  northern  side  in  the  Battle  of 
Gettysburg.  The  artillery  fired  more  than  1,000,000  shells  in  four 
hours,  which  is  the  most  intense  concentration  of  artillery  fire  re- 
corded in  history. 

The  Meuse-Argonne  Battle  lasted  for  47  days,  during  which 
1,200,000  American  troops  were  engaged. 

The  American  battle  losses  of  the  Avar  were  50,000  killed  and 
206,000  wounded.  They  were  heavy  when  counted  in  terms  of  lives 
and  suffering,  but  light  compared  with  the  enormous  price  paid  by 
the  nations  at  whose  sides  we  fought. 

*                *  *  *  *  *  *• 

5008°— 22 6 


82  STUDIES  IN   CITIZENSHIP 

6 

In  1917  the  people  saw  to  it  that  most  of  the  100,000,000  Ameri- 
cans had  some  part  in  the  war.  Those  who  did  not  serve  in  the  Army 
or  Navy  or  in  the  Red  Cross  helped  in  one  or  more  of  the  following 
ways : 

Sold  Liberty  bonds.     Approximate  total  sold,  $21.450,000,000. 

Did  free  clerical  work  for  the  draft  boards. 

Made  knitted  articles  for  soldiers  and  sailors.  In  nearly  4,000, 
Red  Cross  chapters  more  than  8,000,000  gave  volunteer  service  so 
faithfully  that,  however  untrained  they  were  at  the  beginning  of  the 
war,  at  its  end  the  majority  of  them  were  skilled  workers  in  all  the 
Red  Cross  needs.  They  made  a  total  of  291,000.000  articles,  in  which 
were  used  raw  materials  which  cost  $40.000,000. 

Used  all  the  land  available  for  gardening;  canned  vegetables 
and  fruits;  and  saved  sugar,  wheat,  and  meat.  In  the  years  before 
the  war  the  United  States  sent  an  average  of  between  5,000,000  and 
6,000,000  tons  of  food  to  Europe  each  year.  In  the  crop  year  of  1918 
we  doubled  that  amount,  sending  11,820,000  tons,  and  were  prepared 
in  the  following  year  to  send  between  15,000,000  and  20,000,000  tons. 

Contributed  to  various  welfare  organizations  to  the  extent  of 
approximately  $1,000,000,000. 

(Adapted  from  The  War  With  Germany,  Col.  Leonard  P.  Ayers.) 

QUESTIONS  ON  READINGS  : 

1.  How  did  the  United  States  raise  the  money  for  her  part  in  the 
European  War? 

2.  In  what  other  ways  might  she  have  raised  it? 

3.  What  are  the  advantages  of  having  many  small  subscribers  to 
a  war  fund  ? 

4.  What  did  the  United  States  do  with  all  this  money  ? 

5.  Where  did  the  United  States  get  the  lumber  for  the  enormous 
building  projects,  the  munitions  necessary,  the  clothing,  food,  ships, 
etc.,  to  make  an  efficient  Army  ? 

6.  To  produce  artillery,  rifles,  airplanes,  ammunition,  etc.,  required 
the  services  of  many  men  and  much  machinery  that  before  the  war 
were  doing  other  kinds  of  work.    What  kinds  of  work  had  they  been 
doing? 

7.  How  did  the  change  to  war  production  affect  the  people  in 
general ? 

8.  Why  did  we  have  to  produce  more  food  during  the  War  with 
Germany  than  before? 

.9.  How  was  increased  production  effected? 

10.  What  other  measures  besides  increased  production  were  taken 
to  solve  the  food  problem  ? 


FOE   KECEUIT5  83 

11.  What  were  some  of  the  building  projects  necessary  before  the 
United  States  could  train  the  officers  and  men  needed? 

12.  What  buildings  were  necessary  in  France  ?    Why  ? 

13.  How  did  the  United  States  get  her  men  to  France  and  keep 
them  supplied? 

14.  What  part  did  the  industries  play  in  all  this?    The  farmer? 

15.  How  do  you  account  for  the  fact  that  the  United  States  troops 
made  such  a  good  record  against  the  seasoned  German  soldiers? 

16.  Is  the  most  spectacular  service  always  the  most  useful? 

17.  Why  could  not  all  our  soldiers  be  sent  abroad? 

18.  What  part  did  the  soldiers  who  stayed  at  home  play? 

19.  What  do  we  mean  by  saying  that  in  modern  warfare  whole 
nations  go  to  war? 

20.  What  do  we  mean  by  team  play  ? 

21.  In  what  respects  does  America's  part  in  the  World  War  illus- 
trate team  play? 


84  STUDIES  IN   CITIZENSHIP 


XX 

ENGLISH 

NOTE  TO  INSTRUCTOR: 

Specialization,  interdependence,  and  cooperation  are  themes  run- 
ning through  the  whole  course  and  especially  prominent  in  the  three 
preceding  periods.  In  the  early  history  of  our  country,  families 
and  sometimes  even  individuals  were  obliged  to  rely  upon  their  own 
efforts  for  nearly  everything  that  they  had.  They  produced  their 
own  food,  made  their  own  clothing,  and  looked  after  their  own  pro- 
tection. In  case  of  war  the  men  needed  practically  no  training 
other  than  that  received  in  their  daily  pursuits.  To-day,  however, 
we  depend  on  others  for  much  that  is  necessary  to  us  and  we  suffer 
if  they  do  not  do  all  we  expect  of  them.  It  is  no. longer  necessary 
for  one  to  make  all  he  wears  and  to  produce  all  that  be  eats.  He  is 
free  to  devote  his  time  to  the  work  that  he  can  do  best  in  the  situa- 
tion in  which  he  finds  himself.  The  farmer  must  raise  crops,  the 
weaver  must  make  cloth,  the  miner  must  dig  coal,  and  the  soldier 
must  bo  ready  and  prepared  to  give  protection.  While  they  are 
busy  doing  these  things  others  are  busy  doing  their  share  of  the 
world's  work.  Warfare  has  kept  pace  with  these  changes. 

The  purpose  of  this  period  is  to  teach  expression.  The  same  gen- 
eral methods  used  in  the  other  periods  on  English  should  be  followed. 
A  discussion  of  the  review  questions  should  give  the  men  enough 
ideas  to  write  on  the  topic  assigned.  In  order,  however,  to  focus 
their  thought  the  following  and  similar  questions  should  be  asked: 

1.  Is  the  statement  true  ? 

2.  What  is  meant  by  modern  wars? 

3.  Did  not  whole  nations  wage  war  in  ancient  times  ? 

4.  Why  must  whole  nations  wage  wars  now  any  more  than  in 
olden  times? 

REVIEW  QUESTIONS: 

1.  What  do  we  mean  by  a  "  world  community  "  ? 

2.  What  do  we  mean  by  "  our  national  community  "  ? 

3.  How  are  the  members  of  "our  national  community"  more  de- 
pendent upon  one  another  than  were  the  people  during  colonial 
times? 

4.  During  the  Revolutionary  War  the  Battle  of  Kings  Mountain 
was  won  by  mountaineers  who  had  taken  down  their  muskets  and 
po-,vdcr  horns  and  gathered  together  for  that  particular  battle.    In 


FOR   RECRUITS  85 

the  way  battles  are  fought  to-day  would  such  soldiers  have  any 
chance  to  win  against  trained  soldiers?    Why? 

5.  Why  does  it  take  longer  now  to  train  a  soldier  than  it  did  during 
the  Revolutionary  War? 

6.  Why  is  it  said  that  the  United  States  was  not  prepared  to  fight 
when  war  was  declared  on  April  6,  1917  ? 

7.  In  what  respects  had  warfare  changed  since  our  previous  war 
in  1898? 

8.  How  did  these  changes  affect  the  kind  of  preparations  to  be 
made  ? 

0.  Why  is  it  necessary  for  "  a  whole  nation  to  fight  as  a  team  "  in 
modern  warfare? 

10.  What  part  in  the  World  War  did  our  farmers  play  ?    Our  coal 
miners?    The  women?    The  children?    The  physicians ?    The  chem- 
ists?   The  bankers? 

11.  Write  not  less  than  200  words  on  the  subject,  "Modern  wars 
are  waged  by  whole  nations." 


86 


XXI 

AMERICA  TO-DAY 

NOTE  TO  INSTRUCTOR  : 

One  of  the  purposes  of  this  course  is  to  promote  among  the  en- 
listed men  of  the  Army  a  better  understanding  of  the  true  meaning 
and  significance  of  America.  This  particular  discussion  is  in  the 
nature  of  an  introduction  to  that  part  of  the  course  which  deals  with 
the  fundamentals  of  American  history  and  government.  It  presents 
in  preview  a  picture  of  what  we  have  in  America  of  resources,  in- 
stitutions, and  government,  together  with  suggestions  as  to  how  we 
got  them  and  what  we  must  do  to  keep  them.  Every  citizen  should 
know  all  he  can  about  the  America  in  which  he  lives.  He  should 
know  at  least  the  high  points  of  her  history.  He  should  have  an 
appreciation  of  the  spirit  and  the  ideals  of  her  founders  and  her 
defenders— the  spirit  and  ideals  of  Washington  and  of  Lincoln. 
Secretary  Lane  expressed  this  idea  unusually  well  in  the  address, 
parts  of  which  are  quoted  in  the  reading.  When  one  knows  these 
things  he  can  have  a  just  pride  in  them  and  can  believe  that  America 
is  and  will  continue  to  be  a  land  of  opportunity. 

INTRODUCTORY  QUESTIONS: 

1.  What  parts  of  the  United  States  have  you  seen  ? 

2.  If  you  can  not  travel,  what  is  the  next  best  way  to  know  your 
country  ? 

3.  In  your  experience  hoAv  do  people  in  widely  separated  sections 
of  our  country  differ  in  manners  and  customs?    In  national  ideals? 

4.  What  should  every  American  know  about  his  country  ?     Why  ? 

READINGS  :  * 

1 

What  is  America?  There  is  a  physical  America  and  there  is  a 
spiritual  America.  They  are  so  interwoven  that  you  can  not  tell 
where  the  one  ends  and  the  other  begins. 

If  I  could  have  my  way,  I  would  say  to  the  man  in  New  York, 
"Come  with  me  and  I  will  show  you  America."  and  1  would  say  to 
the  man  in  San  Francisco,  "  Come  with  me  and  I  will  show  you 
America." 

I  would  show  him  *  *  *  the  physical  America,  so  that  he 
might  have  an  admiration,  not  only  of  its  strength,  of  its  resources, 
of  what  it  could  do  against  the  world,  but  that  lie  might  have  pride 
in  this  as  a  land  of  hope  and  a  land  in  which  men  have  Avon  out.  I 
would  take  him  across  the  continent.  1  would  show  him  the  8,000,000 


FOB  RECRUITS  87 

farms  which  went  to  feed  Europe  in  her  hour  of  need.  I  would  take 
him  out  into  Utah  and  show  him  that  mountain  of  copper  they  are 
tt  a  ring  down  at  the  rate  of  38,000  tons  per  day.  I  would  take  him 
to  the  highest  dam  in  the  world,  in  Idaho.  And  I  would  let  him 
see  the  water  come  tumbling  down  and  being  transformed  into 
power,  and  that  power  being  used  to  pump  water  again  that  spread 
over  the  fields  and  made  great  gardens  out  of  what  10  years  ago 
was  the  driest  of  deserts. 

I  would  tell  him,  not  that  America  is  perfect,  that  America  is  a 
finished  country,  but  I  would  say  to  him:  "America  is  an  un- 
finished land.  Its  possibilities  will  never  end,  and  your  chance  here 
and  the  chances  of  your  children  will  always  be  in  ratio  to  your  zeal 
and  ambition." 

It  is  beyond  estimate  when  we  shall  reclaim  all  our  lands  and  find 
all  our  minerals,  or  make  all  our  people  as  happy  as  they  might  be. 
But  out  of  our  beneficent  political  institutions,  out  of  the  warmth  of 
our  hearts,  out  of  our  yearning  for  higher  intellectual  accomplish- 
ment, there  will  be  ample  space  and  means  for  the  fulfillment  of 
dreams,  for  further  growth,  for  ronstant  improvement.  That  con- 
viction is  at  once  our  inspiration  and  aspiration. 

I  would  have  that  man  see  America  from  the  reindeer  ranges  of 
Alaska  to  the  Everglades  of  Florida.  I  would  make  him  realize 
that  we  have  within  our  soil  every  raw  product  essential  to  the  con- 
duct of  any  industry.  I  would  take  him  3,000  miles  from  New 
York,  where  stands  one  of  the  greatest  universities  in  the  world,  to 
another  great  university,  where,  TO  years  ago,  there  was  nothing 
but  a  deer  pasture.  I  would  try  to  show  him  the  tremendous 
things  that  have  been  accomplished  by  the  United  States — 250,000 
miles  of  railroad,  240,000  schools,  colleges,  water  powers,  mines, 
furnaces,  factories,  the  industrial  life  of  America,  the  sports  of 
America,  the  baseball  game  in  all  its  glory. 

And  I  would  give  to  that  man  a  knowledge  of  America  that 
would  make  him  ask  the  question,  "  How  did  this  come  to  be?r  And 
then  he  would  discover  that  there  was  something  more  to  our  coun- 
try than  its  material  -trength, 

It  has  a  history.  It  has  a  tradition.  I  would  take  that  man  to 
1'lymouth  Uock,  and  I  would  ask,  '"What  does  that  rock  say  to  you  T' 
I  would  take  him  down  on  the  James  River,  to  its  ruined  church, 
and  I  would  ask,  ""What  does  that  little  church  say  to  you?"  And 
I  would  take  him  to  Valley  Forge  and  point  out  the  huts  in  which 
Washington's  men  lived,  3,000  of  them,  struggling  for  the  independ- 
ence of  our  country,  and  I  would  ask.  "What  does  this  example  speJl 
to  you?  What  induced  those  colonists  to  suffer  as  they  did — 
willingly?" 


88  STUDIES  IN   CITIZENSHIP 

And  then  I  would  take  him  to  the  field  of  Gettysburg  and  lead  him 
to  the  spot  where  Lincoln  delivered  his  immortal  address,  and  I 
would  ask  him,  "What  does  that  speech  mean  to  you;  not  how 
beautiful  it  is,  but  what  word  does  it  speak  to  your  heart?  How 
much  of  it  do  you  believe?" 

And  then  I  would  take  him  to  Santiago,  and  I  would  ask,  "  What 
does  that  bay  mean  to  you?" 

And  I  would  take  him  over  to  the  Philippines,  where  10,000  native 
teachers  every  day  teach  800,000  native  children  the  English  lan- 
guage. And  I  would  bring  him  back  from  the  Philippines  to  the 
Hawaiian  Islands. 

In  Honolulu  a  procession  of  school  children  pass  before  me  and 
present  me  with  the  flags  of  their  countries.  There  are  represented 
every  race,  from  New  Zealand  clear  along  the  whole  western  side  of 
the  Pacific.  They  place  at  my  feet  26  flags.  *  *  *  I  would  show 
that  man  how  the  children  in  these  schools,  whether  Japanese  or 
American,  no  matter  what  their  source,  stand  every  morning  before 
the  American  flag  and  raise  their  little  hands  and  pledge  themselves 
to  one  language,  one  country,  and  one  God. 

And  then  I  would  bring  him  back  to  this  country  and  say,  "  Grasp 
the  meaning  of  what  I  have  shown  you  and  you  will  know  then  what 
Americanism  is.  It  is  not  110,000,000  people  alone;  it  is  110,000,000 
people  who  have  lived  through  struggle  and  who  have  arrived 
through  struggle,  who  have  won  through  work.  Let  us  never  forget 
that  we  are  what  we  are  because  we  have  accomplished."  *  *  * 
The  march  of  civilization  is  the  epic  of  man  as  a  workingman,  and 
that  is  the  reason  why  labor  must  be  held  high  always. 

(Adapted  from  extracts  from  an  address  at  New  York,  January 
11,  1919,  by  Franklin  K.  Lane,  Secretary  of  the  Interior.) 

2 

I  was  told  in  Syria  that  in  America  money  could  be  picked  up 
everywhere.  That  was  not  true.  But  I  found  that  infinitely  better 
things  than  money — knowledge,  freedom,  self-reliance,  order,  clean- 
liness, sovereign  human  rights,  self-government,  and  all  that  these 
great  accomplishments  imply — could  be  picked  up  everywhere  in 
America  by  whosoever  earnestly  seeks  them.  *  *  *  Now,  do  you 
wish  to  know  what  riches  I  have  gathered  in  the  New  World  ?  I  will 
tell  you.  These  are  my  riches,  which  neither  moth  nor  rust  can  cor- 
tupt.  I  have  traveled  from  the  primitive  social  life  of  a  Syrian  vil- 
lage. I  have  come  from  the  bondage  of  Turkish  rule  to  the  priceless 
heritage  of  American  citizenship.  I  am  rich 'in  that  I  have  been 
taught  to  believe  in  and  to  labor  for  an  enlightened  and  cooperative 
individualism,  universal  peace,  free  churches,  and  free  schools. 

(Adapted  from  A  Far  Journey,  by  Abraham  Mitrie  Rihbany.) 


FOR  RECRUITS  89 


Abraham  Lincoln,  with  his  far-seeing  vision  and  his  shrewd, 
homely  common  sense,  set  forth  the  doctrine  which  is  right  both  as 
regards  individuals  and  as  regards  nations,  when  he  said :  "  Stand 
with  anybody  that  stands  right.  Stand  with  him  while  he  is  right 
and  part  with  him  when  he  goes  wrong.  *  *  *  With  malice  to- 
wards none,  with  charity  .for  all,  with  firmness  in  the  right  as  God 
gives  us  to  see  the  right,  let  us  strive  on  to  finish  the  work  we  are  in, 
and  to  do  all  which  may  achieve  a  just  and  lasting  peace  among  all 
nations." 

Let  this  Nation  fear  God  and  take  its  own  part.  Let  it  scorn  to 
do  wrong  to  great  or  small.  Let  it  exercise  patience  and  charity 
toward  all  other  peoples,  and  yet  at  whatever  cost  unflinchingly  stand 
for  the  right  when  the  right  is  menaced  by  the  might  which  backs 
wrong.  Let  it  furthermore  remember  that  the  only  way  in  which 
successfully  to  oppose  wrong  which  is  backed  by  might  is  to  put  over 
against  it  right  which  is  backed  by  might.  *  *  *  The  only  kind  of 
peace  worth  having  is  the  peace  of  righteousness  and  justice. 

(Adapted  from  Fear  God  and  Take  Your  Own  Part. — Theodore 
Roosevelt.) 

QUESTIONS  ON  READINGS: 

1.  McCormick  with  his  first  reaper  cut  6  acres  of  oats  in  an  after- 
noon.    This  was  equal  to  the  work  of  six  men  with  scythes  or  24 
peasants  with  sickles.    How  has  the  use  of  agricultural  machinery 
affected  the  American  farmer? 

2.  The  United  States  has  now  more  than  266,000  miles  of  railway. 
In  1830  the  first  American  steam  locomotive  operated  over  a  10-mile 
track  out  of  Baltimore.    If  we  had  only  the  transportation  facilities 
of  a  hundred  years  ago,  how  would  democracy  succeed  in  America 
to-day  ? 

3.  The  average  Greek  family  of  ancient  times  was  supported  by  five 
slaves.    The  modern  American  family  has  at  its  service  150  servants 
in  the  electrical,  mechanical,  and  hydraulic  energy  harnessed  to  carry 
on  industry.    Our  use  of  power  gives  every  American  workman  an 
average  of  2  horsepower  to  aid  him  in  his  labors.     How  does  the 
use  of  power  machinery  in  industry  multiply  the  worker's  hands  and 
give  strength  to  his  arms  ? 

4.  Our  forefathers  entered  the  forest,  built  cabins,  cleared  the 
fields,  raised  crops,  made  their  clothing,  even  forged  their  own  tools. 
Each  family  was  self-supporting  and  existed  largely  by  means  of  its 
own  resources.    To-day  each  person  works  at  one,  or  at  most  a  few, 
tasks  and  depends  upon  the  products  of  others  to  satisfy  his  numer- 
ous wants.    How  has  division  of  labor,  with  its  consequent  exchange 
of  products,  been  a  benefit  to  the  individual  ? 


90  STUDIES   IX   CITIZENSHIP 

5.  In  a  democracy  the  government  performs  a  relatively  small 
number  of  services,  leaving  the  area  for  individual  initiative  cor- 
respondingly large.  The  citizen  is  dependent  in  a  large  way  upon 
his  own  judgments  and  makes  his  own  decisions.  Why  is  there  need 
for  a  higher  educational  standard  in  a  democracy  than  in  an  au- 
tocracy ? 

C.  Why  is  America  called  "  a  land  of  opportunity  "  ? 


FOR  RECRUITS  91 

XXII 
WHY  PEOPLE  CAME  TO  AMERICA 

NOTE  TO  INSTRUCTOR  : 

When  a  man  does  something  he  expects  thereby  to  get  something 
he  wants.  This  applies  to  a  man's  daily  work,  to  his  change  from 
one  position  to  another,  to  his  leaving  one  town  or  State  or  nation 
for  another. 

Since  the  discovery  of  America,  this  country  has  drawn  to  itself 
many  different  peoples.  It  has  appealed  to  the  adventurer,  the 
churchman  seeking  greater  religious  freedom,  the  oppressed  poor, 
the  man  desiring  greater  political  freedom ;  indeed,  all  types  of  men 
and  women  who  dared  to  hope  for  larger  opportunities  for  personal 
growth,  comfort,  and  independence.  The  records  of  the  earliest 
as  well  as  those  of  present-day  immigrants  indicate  a  great  variety 
of  purposes  for  which  people  come  to  America. 

INTRODUCTORY  QUESTIONS  : 

1.  Why  do  people  voluntarily  change  from  one  kind  of  work  to 
another? 

2.  Why   is   it   sometimes  wise   and   sometimes  unwise  to  make  a 
change  ? 

3.  What  should  a  man  do  before  he  makes  a  change  in  his  work  or 
his  place  of  living? 

4.  What  is  the  meaning  of  the  proverb,  "  A  rolling  stone  gathers 

no  moss  "  ? 

5.  Could  you  apply  this  proverb  to  all  the  people  who  came  to 
America  from  other  countries?    Discuss. 

READINGS: 

1 

In  the  year  1607,  on  Xew  Year's  Day,  a  hundred  men  set  sail  in 
three  ships  for  the  land  now  called  Virginia.  With  some  the  ob- 
ject of  the  quest  was  gold;  with  others,  it  was  adventure.  Tli"y 
landed  four  months  later,  on  a  peninsula  extending  into  the  James 
River,  and  called  their  little  settlement,  Jamestown. 

(Adapted  from  The  Story  of  Our  Country,  Elson  and  MacMullan.) 


Twenty-six  years  after  the  settlement  of  Jamestown,  two  other 
boats  came  into  the  Chesapeake  Bay.  They  sailed  up  the  bay  until 
they  came  to  a  small  wooded  island  at  the  mouth  of  the  Potomac 


92  STUDIES   I 

River.  Here  landed  300  men  who  were  sent  out  by  Lord  Balti- 
more to  establish  a  colony  for  Roman  Catholics  who  were  treated 
unkindly  in  England.  Lord  Baltimore  secured  a  grant  of  territory 
for  this  purpose  from  the  King,  and  called  the  grant  of  land,  Mary- 
land, at  King  Charles's  request,  in  honor  of  the  Queen,  Henrietta 
Maria. 

(Adapted  from  The  Story  of  Our  Country,  Elson  and  MacMullan.) 


In  the  year  1663  Charles  II,  King  of  England,  called  eight  of 
his  favorites  and  said,  "  You  have  helped  me,  and  now,  as  a  reward, 
I  shall  give  you  the  tract  of  land  south  of  Virginia,  and  you  will  be 
the  lords  proprietors."  These  lords  proprietors  then  drew  up  a  form 
of  government  for  the  colony.  They  called  it  the  grand  model. 
"  We  are  the  proprietors  of  this  land,"  they  said,  "  and  only  the 
nobility  and  rich  shall  govern."  They  called  their  possession  Caro- 
lina, in  honor  of  King  Charles. 

But  with  such  a  constitution  they  could  not  induce  people  to  set- 
tle. "  We  want  a  voice  in  the  government,"  was  the  cry.  And  the 
cry  was  heard ;  the  people  were  given  tracts  of  land  and  a  share  in 
making  the  laws.  Freedom  of  religion  was  granted,  and  in  time  the 
persecuted  Huguenots  from  France  found  a  home  in  the  Carolinas. 
Later  came  500  Irish  from  Ireland. 

(Adapted  from  The  Story  of  our  Country,  Elson  and  MacMullan.) 


James  Oglethorpe,  a  member  of  Parliament,  had  a  friend  who 
became  ill  and  could  not  pay  his  debts.  He  was  thrown  into  prison, 
where  he  was  cruelly  treated.  He  died,  leaving  his  family  in  want. 
This  so  moved  Oglethorpe  that  he  took  up  the  cause  of  the  oppressed 
debtor.  He  thought  that  it  was  not  enough  to  repeal  the  law  whereby 
debtors  were  imprisoned,  but  that  they  should  be  given  a  chance  to 
begin  life  anew.  In  his  speech  in  Parliament  he  said,  "  Why  not 
take  these  poor  people  to  America  ?  Let  us  found  a  new  colony,  and 
let  us  name  it  Georgia,  after  our  King."  George  II  was  then  King 
of  England. 

Parliament  voted  money  to  help  the  project.  Accordingly,  one 
day  in  the  early  spring  of  1773  the  little  ship  Ann  sailed  out  from 
an  English  harbor,  bearing  35  families  whose  members  had  been  re- 
leased from  prison,  and  who  were  now  rilled  with  hope  that  the  future 
had  something  in  store  for  them. 

After  many  days  of  sailing  the}"  came  to  the  mouth  of  the  Savan- 
nah River.  Here  Oglethorpe  chose  a  beautiful  bluff  for  their  set- 


FOR  RECRUITS  93 

tlement.    "  We  shall  give  our  place  the  Indian's  name  of  the  river," 
said  he,  and  this  was  the  beginning  of  the  city  af  Savannah,  Ga. 
(Adapted  from  The  Story  of  Our  Country,  Elson  and  MacMullan.) 


Three  hundred  years  ago  there  were  in  England  three  classes 
of  church  people — the  Catholics,  the  Church  of  England  people,  and 
the  Puritans.  The  Puritans  were  those  of  the  Church  of  England 
people  who  wanted  to  reform  the  Church  of  England.  Some  of 
these  Puritans  separated  from  the  Church  of  England  and  were 
called  Separatists.  The}'  said  they  would  not  worship  in  the  churches 
that  the  King  set  up.  They  built  their  own  church,  but  the  King 
refused  to  permit  them  to  worship  in  it.  "  You  rebels,"  he  said, 
"  must  attend  the  Church  of  England." 

"  If  King  James  will  not  permit  us  to  worship  in  our  church,  wo 
have  our  own  homes  where  we  may  meet  to  offer  our  prayers  and 
sing  our  songs  in  our  own  way,"  they  said.  But  the  King  would  not 
permit  them  to  worship  in  their  own  homes. 

Finally,  John  Robinson,  the  leader  of  the  Separatists,  said :  "  Wo 
will  leave  England  and  go  to  some  foreign  country  where  we  may 
worship  God  as  we  see  fit." 

They  first  went  to  Holland,  but  they  were  not  contented  there. 
They  were  surrounded  by  people  who  had  customs  different  from 
their  own.  "  Our  sons  and  daughters  will  forget  England,"  they 
said. 

At  length  their  thoughts  turned  to  the  New  World — America. 
They  now  called  themselves  Pilgrims  because  they  had  wandered 
away  from  the  homes  of  their  childhood.  "  We  will  go  to  that  land 
across  the  sea,"  they  said,  "  where  we  may  worship  God  in  our  own 
way  and  still  be  Englishmen." 

They  sailed  for  America  from  Plymouth,  England,  one  September 
day  in  the  year  1620.  On  a  cold  November  day  they  reached  the 
rock-bound  coast  of  New  England.  They  named  their  settlement 
Plymouth,  after  the  port  in  England  from  which  they  set  sail. 

(Adapted  from  the  story  of  Our  Country,  Elson  and  MacMullan.) 

6 

On  the  immigrant  ships  of  to-day  are  women  who  have  left  the 
burdens  which  crippled  them  and  now  hope  to  walk  erect ;  who  have 
fled  from  the  rough,  polluting  lands  of  persecuting  mobs  that  they 
may  be  able  to  guard  their  virtue  and  have  it  guarded  by  gallant 
men.  Here  are  hundreds  of  Slavs  who  never  knew  aught  but  the 
yoke  of  Czar  or  other  potentate,  whose  minds  have  been  enthralled 


94  STUDIES   IN    CITIZENSHIP 

by  a  galling  aristocracy,  and  whose  closed  eyes  have  never  been  per- 
mitted to  see  their  own  downtrodden  strength.  Now  they  shall  have 
the  opportunity  to  prove  themselves  and  show  the  nobility  of  a 
peasant  race. 

Here  are  Italians  from  shores  where  classic  art  is  stored  and  the 
air  is  soft  and  full  of  melody,  yet  they  were  left  uncouth,  rough,  and 
unhewn.  They  come  to  a  rougher  but  freer  air  that  they  may  grow 
into  a  gentler,  stronger,  nobler  manhood  and  womanhood. 

Melancholy  Jews,  whose  feet  never  knew  a  safe  abiding  place, 
are  here,  and  their  hope  is  that  they  may  find  the  peace  which  went 
out  from  their  race  when  Jerusalem  was  laid  waste  and  they  were 
scattered  among  the  nations  of  the  earth. 

Many  of  these  immigrants  expect  to  find  more  liberty,  more  jus- 
tice, and  more  equitable  law  than  we  ourselves  enjoy.  They  imagine 
that  our  common  life  is  permeated  by  a  noble  idealism;  and  while 
they  can  not  give  expression  to  their  high  anticipations,  they  feel 
more  loftily  than  we  think  them  capable  of  feeling. 

(Adapted  from  On  the  Trail  of  the  Immigrant,  Edward  A. 
Steiner.) 

QUESTIONS  ON  READINGS  : 

1.  Why  did  the  hundred  men  who  settled  at  Jamestown,  Va.,  think 
they  would  find  more  adventure  or  gold  in  America  than  they  could 
in  England  ? 

2.  Why  did  Catholics  leave  England  to  settle  in  Maryland  ?     Why 
could  they  not  get  what  they  wanted  in  England  ? 

3.  Why  did  the  first  plan  of  the  lords  proprietors  in  Carolina 
fail? 

4.  Why  did  their  second  plan  succeed  ? 

5.  Were  the  people  who  settled  Savannah,  Ga.,  criminals?     Why? 

6.  Why  did  Oglethorpe  bring  them  to  America  ? 

7.  Why  are  people  not  put  in  prison  now  for  failure  to  pay  debts? 

8.  Who  were  the  pilgrims?     Why  did   they  come   to  America? 

9.  Why  did  they  not  remain  in  Holland? 

10.  If  they  remained  Englishmen  in  America,  why  did  not  Eng- 
land regulate  their  religion  here? 

11.  Why  is  America  called  the  "Melting  pot"? 

12.  Why  is  America  called  the  "Land  of  promise"? 

13.  Can  a  man  do  just  as  he  pleases  in  America?     Explain. 

14.  How  are  people  controlled  in  America? 


FOR  RECRUITS  95 


XXIII 

COLONIAL  AMERICA 

NOTE  TO  INSTRUCTOR  : 

The  early  American  colonists  were  intense  lovers  of  liberty.  They 
all  had  this  love  of  liberty  as  a  common  heritage  of  all  English  peo- 
ples who  had  fought  doggedly  against  oppression  for  centuries. 
They  had,  however,  a  more  pronounced  determination  to  be  free 
than  the  common  run  of  Englishmen,  thus  feeling  impelled  to  brave 
the  dangers  and  hardships  of  the  Xew  World  rather  than  endure 
what  seemed  oppressive  measures  at  home. 

A  glimpse  here  and  there  at  the  daily  life  of  these  colonists  af- 
fords convincing  testimony  of  their  fortitude  and  industry.  Although 
in  the  early  da}*s  they  were  daily  exposed  to  dangers  and  constantly 
forced  to  endure  discomforts  and  hardships,  they  remained  true  to 
the  purpose  of  their  coming;  carved  out  of  the  wilderness  a  fitting 
abode  for  a  free  and  high-minded  people;  and  built  up  a  social  and 
civic  life  remarkable  for  its  simple  dignity.  They  had  no  place 
among  them  for  an  idler  or  a  shirker.  They  were  thus  prepared  to 
hand  down  to  future  generations  conceptions  of  human  freedom  with 
adequate  and  just  protection  by  governmental  institutions  that  would 
merit  and  win  the  admiration  and  the  unhesitating  support  of  liberty- 
loving  peoples  forever.  The  more  we  come  to  understand  the  life 
of  the  people  who  gave  America  her  freedom,  the  more  unselfishly 
and  loyally  we  can  help  to  maintain  it. 

INTRODUCTORY  QUESTIONS  : 

1.  Successful  men  usually  enjoy  talking  about  the  hardships 
through  which  they  came  to  success.  Why  is  this  ? 

•2.  Why  are  we  willing  to  pay  more  for  some  things  than  for 
others  ? 

3.  Do  we  always  value  highest  the  things  that  are  most  useful  in 
giving  us  physical  comfort  ? 

4.  Why  do  people  prize  so  highly  mere  trifles  handed  down  through 
generations  of  their  families  ? 

HEADINGS  : 

1 

In  1704  a  Boston  school  mistress  named  Madam  Knights  rode 
from  Boston  to  Xew  York  on  horseback.    She  was  probably  the  first 
woman  to  make  the  journey,  a  great  and  daring  undertaking, 
had  as  a  companion  the  "  post."    This  was  the  mail  carrier,  who  also 


96  STUDIES  IN    CITIZENSHIP 

rode  on  horseback.  One  of  his  duties  was  "  to  assist  and  be  kind  to 
all  persons  who  cared  to  journey  in  his  company." 

The  first  regular  mail  started  from  New  York  to  Boston  on  Janu- 
ary 1,  1673.  The  postman  carried  two  "  portmantles,"  which  were 
crammed  with  letters  and  parcels.  He  did  not  change  horses  till 
he  reached  Hartford.  He  was  ordered  to  look  out  and  report  the 
condition  of  all  ferries,  fords,  and  roads.  He  had  to  be  "  active, 
stout,  indefatigable,  and  honest."  When  he  delivered  his  mail  it 
was  laid  on  a  table  at  an  inn,  and  anyone  who  wished  looked  over 
all  the  letters,  then  took  and  paid  the  postage  (which  was  very  high) 
on  any  addressed  to  himself.  It  was  usually  about  a  month  from  the 
setting  out  of  "  the  post "  in  winter  till  his  return.  As  late  as  1730 
the  mail  was  carried  from  New  York  to  Albany  in  the  winter  by  a 
"  foot  post."  He  went  up  the  Hudson  River,  and  lonely  enough  he 
must  have  been;  probably  he  skated  up  when  the  ice  was  good. 

(Adapted  from  Home  Life  in  Colonial  Days,  Earle.) 


It  is  told  of  Martha  Washington  that  she  always  carefully 
dyed  all  her  worn  silk  gowns  arid  silk  scraps  to  a  desirable  shade, 
raveled  them  with  care,  wound  them  on  bobbins,  and  had  them 
woven  into  chair  and  cushion  covers.  Sometimes  she  changed  the 
order  of  things.  To  a  group  of  visitors  she  at  one  time  displayed 
a  dress  of  red  and  white  striped  material  of  which  the  white  stripes 
were  cotton,  and  the  red,  raveled  chair  covers  and  silk  from  the 
general's  worn-out  stockings. 


In  Georgia,  in  1735,  the  Indians  sold  a  deer  for  sixpence. 
Deer  was  just  as  abundant  in  the  more  northern  colonies.  At 
Albany  a  stag  was  sold  readily  by  the  Indians  for  a  jackknife  or 
a  few  iron  nails.  The  deer  in  winter  came  and  fed  from  the  hog- 
pens of  Albany.  Even  in  1695,  a  quarter  venison  could  be  bought 
in  New  York  City  for  ninepence.  At  the  first  Massachusetts 
Thanksgiving,  in  1621,  the  Indians  brought  in  five  deer  to  the  col- 
onists for  the  feast.  That  year  there  was  also  "great  store  of  wild 
turkeys."  They  came  in  flocks  of  hundreds,  and  they  weighed 
30  or  40  pounds  each.  William  Penn  wrote  that  turkeys  weighing 
30  pounds  apiece  sold  in  his  day  and  colony  for  a  shilling  only. 
Flights  of  pigeons  darkened  the  sky,  and  broke  down  the  limbs  of 
trees  on  which  they  lighted.  Some  years  pigeons  were  so  plentiful 
that  they  were  sold  for  a  penny  a  dozen  in  Boston.  Pheasant, 
partridge,  woodcock,  and  quail  abounded ;  plover,  snipe,  and  curlew 
were  in  the  marsh  woods. 


FOR   RECRUITS  97 


"A  rude  and  idle  behavior  in  the  meeting  house.  Such  as 
smiling  and  laughing  and  enticing  others  to  the  same  exile.  Such 
as  laughing  or  smiling  or  pulling  the  hair  of  his  neighbor  Benoni 
Simpkins  in  the  time  of  public  worship.  Such  as  throwing  Sister 
Penticost  Perkins  on  the  ice,  it  being  Sabbath  day,  between  the 
meeting  house  and  his  place  of  abode."  Thus  the  justice  of  the 
peace  cites  a  colonial  youngster  who  was  probably  forced  to  sit 
in  a  cold  church  through  a  sermon  two  hours  and  a  prayer  one 
hour  in  length.  Everybody  had  to  go  to  church  on  Sunday.  When 
they  were  all  in  the  meeting  house  the  doors  were  closed  and  watched 
by  the  tithing  man,  and  none  could  leave  even  if  they  were  tired 
or  restless  unless  they  had  a  good  excuse. 


It  was  a  cold  winter  night  on  the  Maine  coast.  Mrs.  Garvin  had 
carried  away  the  candle,  leaving  her  little  daughter  Mary  alone  in 
the  small  bedroom  next  the  kitchen.  Mary  had  taken  a  slight  cold 
that  day.  Her  mother  had  put  her  to  bed  earlier  than  usual  and  had 
made  her  some  ginger  tea  th,at  wrould  be  good  at  any  time,  Mary 
thought.  To-night  it  tasted  very  good,  indeed. 

It  was  too  dark  to  see  out  of  doors,  but  Mary  could  hear  the  flakes 
of  snow  piling  themselves  softly  against  the  window.  Before  very 
long  Mary  was  asleep.  Time  passed  unobserved  until  she  suddenly 
woke.  It  was  gray  twilight  of  the  winter  morning  and  she  could  not 
see  distinctly.  But  what  was  that  tall,  straight,  ugly  form  by  the 
bed?  She  gave  one  frightened  look,  then  tried  to  scream;  but  a 
hard,  dark  hand  was  on  her  lips,  and  a  gruff  voice  said :  "  No 
scream!  Me  kill!" 

In  an  instant  Mary  understood.  The  Indians  had  fallen  upon 
Saco. 

(Adapted  from  Everyday  Life  in  the  Colonies,  Stone  and  Fichett.) 

6 

Backwoods  society  was  simple,  and  the  duties  and  rights  of  each 
member  of  the  family  were  plain  and  clear.  The  man  was  the  armed 
protector  and  provider,  the  breadwinner ;  the  woman  was  the  house- 
wife and  mother.  Land  was  plenty  and  all  else  was  scarce,  so  cour- 
age, thrift,  and  industry  were  sure  of  their  reward.  Each  back- 
woodsman was  not  only  a  small  farmer  but  also  a  hunter,  for  his 
wife  and  children  depended  upon  the  venison  and  bear's  flesh  pro- 
cured by  his  rifle.  He  had  very  little  money.  Barter  was  the  com- 
5008°— 22 7 


98  STUDIES   IN   CITIZEXSHIP 

mon  form  of  exchange,  a  beaver,  otter,  fisher,  dressed  buckskin,  or 
large  bearskin  being  reckoned  as  equal  to  two  foxes  or  wildcats,  four 
coons,  or  eight  minks. 

The  first  lesson  the  backwoodsman  learned  was  the  necessity  of 
self-help;  the  next,  that  such  a  community  could  thrive  only  if  all 
joined  in  helping  one  another.  Logrollings,  house  raisings,  house- 
warmings,  corn  shuckings,  quiltings,  and  the  like  were  occasions 
when  all  the  neighbors  came  together  to  do  what  the  family  itself 
could  hardly  accomplish  alone.  Every  such  meeting  was  the  occasion 
of  a  frolic  and  dance  for  the  young  people,  and  the  host  exerting  his 
utmost  power  to  spread  the  table  with  backwoods  delicacies — bear 
meat  and  venison ;  vegetables  from  the  "  truck  patch/'  where  squashes, 
melons,  beans,  and  the  like  w;ere  grown ;  and  wild  fruits,  bowls  of  milk, 
and  apple  pie,  which  were  the  acknowledged  standard  of  luxury. 

(Adapted  from  Stories  of  the  Great  West,  Roosevelt.) 


Shut  in  from  all  the  world  without, 
We  sat  the  ek-an-winged  hearth  about, 
Content  to  let  the  north-wind  roar 
In  baffled  rage  at  pane  and  door, 
While  the  red  logs  before  us  beat 
The  frost-line  back  with  tropic  heat ; 
And  ever,  when  a  louder  blast 
Shook  beam  and  rafter  as  it  pas-.'.i, 
The  merrier  up  its  roaring  draught 
The  great  throat  of  the  chimney  laughed, 
The  house-dog  on  his  paws  outspread 
Laid  to  the  fire  his  drowsy  head, 
The  cat's  dark  silhouette  on  the  wall 
A  couchant  tiger's  seemed  to  fall ; 
And,  for  the  winter  fireside  meet, 
Between  the  andirons'  straddling  feet, 
The  mug  of  cider  simmered  slow ; 
The  apples  sputtered  in  a  row; 
And,  close  at  hand,  the  basket  stood 
With  nuts  from  brown  October's  wood.    . 
What  matter  how  the  night  behaved? 
What  matter  how  the  north-win' 1  raved? 
Blow  high,  blow  low,  not  all  its  snmv 
Could  quench  our  heart-fire's  ruddy  glow. 
(From  "Snowbound,"  Whittier.) 

QUESTIONS  ON  READINGS: 

1.  Why  was  it  considered  a  daring  undertaking  for  a  woman  to 
travel  from  Boston  to  New  York  in  1704  ? 

2.  Why  did  these  people  require  a  postman  to  be  "  active,  stout,  in- 
defatigable, and  honest "  I 


FOE  RECRUITS  99 

3.  Why  did  Martha   Washington  go  to  the  trouble  of  making 
over  old  garments  ? 

4.  Why  was  meat  so  cheap  in  colonial  days  ? 

5.  How  did  these   conditions  influence  the   general  life  of  the 
people  ? 

6.  How  did  the  attitude  toward  church  attendance  and  affiliation  in 
the  colonies  differ  from  that  in  England  ? 

T.  Why  were  the  colonists  subject  to  sudden  attacks  by  the  In- 
dians? 

8.  Why  did  the  backwoodsmen  combine  their  efforts  in  logroll  kig, 
house  raisings,  etc.? 

9.  Why  can  it  be  said  that  courage,  thrift,  and  industry  in  the 
backwoods  society  were  sure  of  their  reward  ? 

10.  What  were  some  of  the  conditions  of  home  life  in.  the  Colonies 
that  made  for  comfort  and  contentment  ? 

11.  Why  did  those  people  prefer  the  hardships  and  uncertainties  of 
colonial  life  to  the  well-established  conditions  in  England? 

12.  What  characteristics  would  the  life  of  the  colonists  likely  de- 
velop in  a  people? 

13.  How  did  these  characteristics  fit  a  people  to  define  new  concep- 
tions of  human  liberty? 

14.  How  did  they  contribute  to  the  ability  of  the  people  to  win  the 
freedom  they  conceived  to  be  just? 

15.  Why  would  such  a  people  not  be  likely  to  confuse  license  with 
liberty? 

16.  Why  do  we  consider  it  wise  to-day  to  refer  constantly  to  their 
definitions  of  freedom  and  governmental  functions? 

17.  Why  should  we  to-day  fight,  if  necessary,  to  uphold  those  con- 
ceptions of  freedom  for  our  people  ? 


100  STUDIES  IN   CITIZENSHIP 

XXIV 
THE  DECLARATION  OF  INDEPENDENCE 

NOTE  TO  INSTRUCTOR: 

The  American  colonists  considered  themselves  loyal  Englishmen 
and  they  wanted  to  be  treated  as  such.  When  they  thought  the 
English  Government  had  acted  unjustly  toward  them  they  pro- 
tested, as  Englishmen  anywhere  would  have  done.  At  first  they 
had  no  idea  that  they  would  ever  break  awa}^  from  the  mother  coun- 
try and  establish  a  Government  of  their  own.  They  wanted  only  to 
be  treated  as  loyal  Englishmen.  They  had  many  sympathizers 
among  the  best  men  of  England,  but  the  King,  George  III,  had  no 
patience  with  the  English  ideas  of  liberty,  believing  that  he  ruled 
by  divine  right.  He  proposed,  therefore,  to  rule  the  colonists  as  ho 
pleased.  He  ignored  their  protests  and  petitions. 

The  cases  here  set  up  for  discussion  represent  the  culmination  of  a 
long  struggle  to  convince  the  English  Government  that  the  claims 
of  the  colonists  were  just.  During  this  struggle  the  colonists  had  not 
always  agreed  among  themselves  as  to  the  best  way  to  secure  their 
liberties.  They  had  debated  their  problems  many  times.  They  had 
finally  exhausted  all  peaceful  measures  to  secure  their  claims  and 
had  failed.  Some  of  the  wisest  among  them  began  to  say  that  the 
only  recourse  was  to  declare  themselves  no  longer  bound  to  England. 
After  much  deliberation  and  debate,  they  agreed  that  this  was  the 
wisest  course  and  wrote  and  published  the  Declaration  of  Inde- 
pendence. 

INTRODUCTORY  QUESTIONS  : 

1.  Is  liberty  the  right  to  do  as  one  pleases  ?     Discuss  fully. 

2.  If  a  man  does  just  as  he  pleases  how  may  he  interfere  with  the 
rights  of  others? 

3.  Do  baseball  rules  interfere  with  the  freedom  of  play  ?     Why  do 
we  have  rules? 

4.  Why  do  Governments  have  laws  ? 

5.  When  is  a  nation  free  and  independent  ? 

READINGS  ; 

1 

It  is  the  year  1776.  In  Philadelphia  the  Continental  Congress 
is  sitting  in  the  hall  of  the  statehouse.  The  streets  are  filled  with 
people ;  everybody  seems  anxious ;  everybody  wants  to  know  what  the 
Congress  is  doing. 


FOR  RECRUITS  101 

Here  and  there  on  the  streets  men  are  talking  about  the  war  which 
has  now  been  going  on  for  more  than  a  year.  Many  people  are 
crowding  around  the  statehouse,  trying  to  hear  what  is  being  said 
inside. 

"  Who  is  speaking  now  ?  "  asks  one  on  the  outskirts  of  the  crowd. 

"  John  Adams,  of  Massachusetts,"  is  the  answer.  "  He  is  in  favor 
of  declaring  independence." 

In  a  little  while  the  question  is  again  asked,  "  Who  is  speaking 
now  ?  " 

"  Doctor  Franklin — our  Benjamin  Franklin." 

"  That's  good !  Let  them  follow  his  advice,  for  he  knows  what  is 
best." 

And  then  everybody  is  very  still,  for  all  want  to  know  what  the 
great  Doctor  Franklin,  the  foremost  thinker  in  America,  will  have 
to  say  about  the  important  subject  that  is  being  discussed. 

His  speech  is  not  long,  but  every  word  that  he  utters  is  rich  with 
meaning.  Soon  he  has  ended,  and  there  is  a  stir  and  a  great  shout 
of  approval  as  he  takes  his  seat. 

There  is  silence  for  a  little  while,  and  then  a  clear,  ringing  voice 
is  heard  that  charms  every  listener. 

"  Who  is  it  ?    Who  is  it  ?  "  whispers  one  to  another. 

"  Thomas  Jefferson,  of  Virginia,"  is  the  answer.  "  It  is  he  and 
Doctor  Franklin  that  wrote  it." 

"Wrote  what?" 

"  Why,  the  Declaration  of  Independence,  of  course — the  thing  they 
are  talking  about  now." 

A  little  later  there  is  another  pause.  Then  one  who  is  near  the 
door  passes  the  word  around :  "  They  are  reading  it  and  discussing 
each  passage  in  its  turn.  They  will  be  ready  to  sign  it  s  on." 

"  Sign  it  ?     I  wonder  if  they  will  dare  do  that?" 

"  Dare  ?  These  men  will  dare  do  anything  for  the  good  of  their 
country." 

"  But  only  think !     They  will  be  hanged  as  traitors." 

"  Patriots  are  willing  to  face  death  for  the  good  of  their  country." 

The  truth  is  that  "for  many  days  the  wise  and  brave  men  who  were 
then  sitting  in  the  hall  had  been  discussing  the  various  acts  of  the 
King  of  England.  One  after  another,  these  men  told  of  the  numer- 
ous laws  and  enactments  by  which  the  King  and  his  counselors  had 
sought  to  deprive  the  American  colonists  of  the  rights  that  were 
justly  theirs  as  Englishmen  inheriting  freedom  from  their  Saxon 
forefathers. 

"  He  has  cut  off  our  trade  with  all  parts  of  the  world,"  said  one. 

"  He  has  made  us  pay  taxes  to  enrich  himself,  and  he  doesn't  allow 
us  to  say  a  word  about  making  the  country's  law,"  said  another. 


102  STUDIES   IS   CITIZENSHIP 

"He  has  sent  his  soldiers  among  us  to  burn  our  towns  and  kill  our 
people,"  said  a  third. 

"  He  has  hired  the  Indians  and  the  Hessian  Germans  to  make  war 
upon  us,"  said  a  fourth. 

"  He  is  a  tyrant  and  unfit  to  be  the  ruler  of  a  free  people,"  they 
all  agreed. 

Then  Robert  Henry  Lee,  of  Virginia,  arose  and  offered  a  resolu- 
tion :  "  Resolved,  That  these  united  colonies  are,  and  of  right  ought  to 
be,  free  and  independent  States." 

The  resolution  was  adopted,  and  Jefferson.  Adams,  and  Franklin 
were  appointed  to  write  down  all  these  statements  in  the  form  of  a 
Declaration  of  Independence. 

And  it  was  to  hear  the  reading  of  this  declaration  that  the  people 
on  this  hot  July  morning  had  gathered  around  the  statehouse. 

(Adapted  from  The  Story  of  Liberty,  Baldwin,  pp.  120-132.) 


Extracts  from  the  Declaration  of  Independence : 

We  hold  these  truths  to  be  self-evident : 

That  all  men  are  created  equal;  that  they  are  endowed  by  their 
Creator  with  certain  inalienable  rights;  that  among  these  are  life, 
liberty,  and  the  pursuit  of  happiness. 

That  to  secure  these  rights,  governments  are  instituted  among  men, 
deriving  their  just  powers  from  the  consent  of  the  governed;  that 
whenever  any  form  of  government  becomes  destructive  of  these  ends, 
it  is  the  right  of  the  people  to  alter  or  to  abolish  it,  and  to  institute 
new  government,  laying  its  foundation  on  such  principles,  and  or- 
ganizing its  powers  in  such  form,  as  to  them  shall  seem  most  likely  to 
effect  their  safety  and  happiness. 

The  history  of  the  present  King  of  Great  Britain  is  a  history  of 
repeated  injuries  and  usurpations,  all  having  in  direct  object  the 
establishment  of  an  absolute  tyranny  over  these  States.  To  prove 
this,  let  facts  be  submitted  to  a  candid  world. 

He  has  refused  his  assent  to  laws  the  most  wholesome  and  neces- 
sary for  the  public  good.  *  *  * 

He  has  obstructed  the  administration  of  justice  by  refusing  his 
assent  to  laws  for  establishing  judiciary  powers.  *  *  * 

He  has  erected  a  multitude  of  new  offices  and  sent  hither  swarms 
of  officers  to  harass  our  people  and  eat  out  their  substance. 

He  has  kept  among  us  in  time  of  peace  standing  armies  without 
the  consent  of  our  legislature.  *  *  * 

Pie  has  plundered  our  seas,  ravaged  our  coasts,  burned  our  towns, 
and  destroyed  the  lives  of  our  people. 


FOR   RECRUITS  103 

He  is  at  this  time  transporting  large  armies  of  foreign  mercenaries 
to  complete  the  works  of  death,  desolation,  and  tyranny  already 
begun.  *  *  * 

He  has  excited  domestic  insurrections  amongst  us  and  has  en- 
deavored to  bring  on  the  inhabitants  of  our  frontiers  the  merciless 
Indian  savages,  whose  known  rule  of  warfare  is  an  undistinguished 
destruction  of  all  ages,  sexes,  and  conditions. 

In  every  stage  of  these  oppressions  we  have  petitioned  for  redress 
in  the  most  humble  terms.  Our  repeated  petitions  have  been 
answered  only  by  repeated  injury. 

A. prince  whose  character  is  thus  marked  by  every  act  which  may 
define  a  tyrant  is  unfit  to  be  the  ruler  of  a  free  people. 

Nor  have  we  been  wanting  in  attention  to  our  British  brethren. 
*  *  *  We  have  reminded  them  of  the  circumstances  of  our  emi- 
gration and  settlement  here.  We  have  appealed  to  their  native 
justice  and  magnanimity,  and  we  have  conjured  them,  by  the  ties 
of  our  common  kindred,  to  disavow  these  usurpations.  *  *  * 
Thev.  too,  have  been  deaf  to  "the  voice  of  justice  and  consanguin- 
ity.  «!  *  * 

We,  therefore,  the  representatives  of  the  United  States  of  America, 
in  general  Congress  assembled,  appealing  to  the  Supreme  Judge  of 
the  world  for  the  rectitude  of  our  intentions,  do,  in  the  name  and 
by  authority  of  the  good  people  of  these  colonies,  solemnly  publish 
and  declare: 

That  these  united  Colonies  are,  and  of  right  ought  to  be,  free  and 
independent  States;  that  they  are  absolved  from  all  allegiance  to 
the  British  Crown,  and  that  all  political  connection  between  them 
and  the  State  of  Great  Britain  is,  and  ought  to  be,  totally  dissolved ; 
and  that,  as  free  and  independent  States,  they  have  full  power  to 
levy  war,  conclude  peace,  contract  alliances,  establish  commerce, 
and  to  do  all  other  acts  and  things  which  independent  States  may 
of  right  do. 

And  for  the  support  of  this  declaration,  with  a  firm  reliance  on 
the  protection  of  Divine  Providence,  we  mutually  pledge  to  each  other 
our  lives,  our  fortunes,  and  our  sacred  honor. 

(Adapted  from  The  Story  of  Liberty,  Baldwin,  pp.  133-136.) 


On  a  question  that  may  morally  wound  the  freedom  of  three 
millions  of  virtuous  and  brave  subjects  beyond  the  Atlantic  Ocean, 
I  can  not  be  silent.  America,  being  neither  really  nor  virtually  rep- 
resented in  Parliament,  can  not  be  held  legally,  or  constitutionally, 
or  reasonably  subject  to  obedience  to  any  tax  bill  of  this  Kingdom. 
*  The  Americans  are  the  sons  *  *  *  of  England.  As 
subjects  they  are  entitled  to  the  common  right  of  representation  and 


104  STUDIES  IX   CITIZENSHIP 

can  not  be  bound  to  pay  taxes  without  their  consent.  The 

commons  of  America,  represented  in  their  several  assemblies,  have 
ever  been  in  possession  of  this,  their  constitutional  right,  of  giving 
and  granting  their  own  money.  They  would  have  been  slaves  if 
they  had  not  enjoyed  it.  *  *  *  The  gentleman  tells  us  America 
is  obstinate;  America  is  almost  in  open  rebellion.  I  rejoice  that 
America  has  resisted. 

(Extract  from  speech  of  William  Pitt,  Earl  of  Chatham,  in  the 
House  of  Parliament.) 

QUESTIONS  ON  READINGS  : 

1.  What  right  had  Adams,  Franklin,  Jefferson,  and  others  to  de- 
cide for  the  whole  people  whether  to  break  away  from  England 
or  not? 

2.  How  would  their  decisions  affect  the  people  as  a  whole  ? 

3.  Did  the  people  crowded  about  the  statehouse  in  Philadelphia 
have  a  right  to  vote  on  the  adoption  of  the  resolution  declaring  the 
colonies  free?     Why? 

4.  Why  should  the  people  be  bound  by  the  action  of  the   few 
men  making  up  the  Congress? 

5.  Why  should  the  people  show  such  deep  interest  in  what  the 
representatives  had  to  say. 

6.  What  do  you  suppose  people  in  otlier  colonies  were  doing  to 
show  their  interest? 

7.  Why  did  some  people  wonder  if  the  representatives  would  dare 
sign  the  document  they  were  discussing? 

8.  What  is  the  difference  between  courage  and  recklessness? 

9.  What  justification  had  the  Congress  in  adopting  a  resolution 
stating  that  the  colonies  had  a  right  to  be  free  and  independent 
States? 

10.  Was  this  treason?     Why? 

11.  What  is  the  purpose  of  government? 

12.  How  may  a  Government  protect  the  individual's  right  to  life 
and  liberty? 

13.  What  does  the  individual  owe  the  Government  in  return  for 
such  protection? 

14.  What  had  England  done  to  interfere  with  the  just  liberties  of 
the  colonists? 

15.  Could  the  colonies  be  free  and  independent  of  England  by 
merely  passing  a  resolution  stating  that  they  were  free?    Why  '. 

16.  Why  does  this  Declaration  of  Independence  deeply  concern 
the  people  of  the  United  States  to-day? 

17.  The  colonists  claimed  that  they  were  hot  rebelling  against  the 
English  people  but  against  the  English  Government.     How  could 
they  justify  this  claim  \ 


FOR  RECRUITS  105 

XXV 
THE  AMERICAN  REVOLUTION 

NOTE  TO  INSTRUCTOR  : 

There  was  great  rejoicing  among  the  colonists  when  the  Declara- 
tion of  Independence  was  signed.  Few  of  them  realized  the  strug- 
gles and  sacrifices  ahead  of  them  before  they  could  win  their  liberty. 
They  had  found  it  a  very  simple  thing  to  declare  themselves  no  longer 
bound  to  England.  Each  colony  thought  it  could  now  go  about  its 
own  affairs,  work  out  its  own  problems,  and  let  the  other  colonies 
alone.  Many  Members  of  Congress  even  did  not  realize  the  need  for 
united  action  and  reflected  the  spirit  of  colonial  prejudice,  suspicion, 
and  indifference. 

There  were  some,  however,  who  knew  that  the  struggle  for  inde- 
pendence had  just  begun.  They  knew  that  the  Declaration  of  In- 
dependence could  become  effective  only  by  the  support  of  the  power 
of  a  united  and  patriotic  people.  They  expected  to  pay  a  great  price 
for  the  liberties  defined  in  the  brief  Declaration  of  Independence. 
They  made  good  the  claims  of  this  document  only  by  the  most  heroic 
and  obstinate  conduct  of  war.  -They  met  the  criticisms  and  preju- 
dices of  their  own  people  with  the  same  degree  of  fortitude  they 
manifested  in  fighting  the  English  Army. 

INTRODUCTORY  QUESTIONS  : 

1.  Did  the  Declaration  of  Independence  make  the  colonists  free 
from  England?     Discuss. 

2.  Why  did  not  England  accept  the  Declaration  of  Independence 
as  final  ? 

3.  How  did  England  oppose  the  independence  of  the  Colonies? 

4.  Suggest  some  of  the  advantages  and  disadvantages  the  colonists 
had  in  a  military  way. 

5.  How  does  a  belief  in  the  justice  of  a  cause  give  military  strength 
to  a  people?     Give  examples. 

READINGS  : 

1 

The  story  of  Valley  Forge  is  an  epic  of  suffering  bravely  borne,  of 
patient  heroism,  and  of  a  very  bright  and  triumphant  outcome,  when 
the  gray  days,  the  long  nights,  and  the  biting  frost  fled  together. 
The  middle  of  December  in  the  North  American  woods;  no  shelter, 
no  provisions,  no  preparations;  such  were  the  conditions  of  Valley 
Forge  when  the  American  Army  first  came  there.  Two  weeks  of 


106  STUDIES  IN   CITIZENSHIP 

hard  work,  and  huts  were  built  and  arranged  in  streets,  this  heavy 
labor  being  done  on  a  diet  of  flour  mixed  with  water  and  baked  in 
cakes,  with  scarcely  any  meat  or  bread.  At  night  the  men  huddled 
around  the  fires  to  keep  from  freezing.  Few  blankets,  few  cover- 
ings, many  soldiers  without  shoes.  "  wa  ling  naked  in  December's 
snows  " — such  were  the  attributes  of  Valley  Forge.  By  the  new  year 
the  huts  were  done,  the  streets  laid  out,  and  the  army  housed,  with 
some  3,000  men  unfit  for  duty,  frostbitten,  sick,  and  hungry.  They 
had  shelter,  but  that  was  about  all.  The  country  had  been  swept 
so  bare  by  the  passage  of  contending  armies  that  even  straw  to  lie 
upon  was  hard  to  get,  and  the  cold,  uncovered  ground  often  had  to 
serve  for  a  sleeping  place.  Provisions  were  scarce,  and  hunger  was 
added  to  the  pain  of  cold. 

Sometimes  the  soldiers  went  for  days  without  meat,  sometimes 
without  any  food,  Lafayette  tells  us.  marveling  at  the  endurance 
and  courage  of  the  men.  There  is  often  famine  in  the  camp,  writes 
Hamilton,  a  man  not  given  to  exaggeration.  "Famine,''  a  gaunt, 
ugly  fact,  with  a  savage  reality  to  those  who  met  it  and  looked  it  in 
the  eyes,  although  little  understood  by  excellent  gentlemen  in.  Con- 
gress and  elsewhere.  Then  the  horses  had  died  in  great  numbers, 
and  in  consequence  transportation  was  difficult,  enhancing  the  labor 
of  hauling  firewood.  Cold,  hunger,  nakedness,  unending  toil ;  it  is  a 
singular  proof  of  the  devotion  and  patriotism  of  the  American 
soldier  that  he  bore  all  these  sufferings  and  came  through  them 
loyally  and  victoriously. 

(Adapted  from  The  Story  of  The  Revolution,  Lodge.) 


A  View  of  American  Troops.     By  a  German  officer.     (1777.) 

We  passed  the  enemy's  encampment,  in  front  of  which  all  their 
regiments,  as  well  as  the  artillery,  were  standing  under  arms.  Xot 
a  man  of  them  was  regularly  equipped.  Each  one  had  on  the 
clothes  which  he  was  accustomed  to  wear  in  the  field,  the  tavern, 
the  church,  and  in  everyday  life.  No  fault,  however,  could  be  found 
with  their  military  appearance,  for  they  stood  in  an  erect  and  a  sol- 
dierly attitude. 

All  their  muskets  had  bayonets  attached  to  them,  and  their  rifle- 
men had  rifles.  They  remained  so  perfectly  quiet  that  we  were 
utterly  astounded.  Xot  one  of  them  made  any  attempt  to  speak 
to  the  man  at  his  side;  and  all  the  men  who  stood  in  array  before 
us  were  so  slender,  fine  looking,  and  sinewy  that  it  was  a  pleasure 
to  look  at  them.  *  *  * 

Few  of  the  officers  in  General  Gates'  Army  wore  uniforms,  and 
those  that  were  worn  were  evidently  of  home  manufacture  and  of 


FOR   KliC'RUITS  107 

• 

all  colors.  For  example,  brown  coats  with  sea-green  facings,  white 
linings,  and  silver  dragons,  and  gray  coats  with  yellow  buttons  and 
straw-colored  facings  were  to  be  seen  in  plenty. 

The  brigadiers  and  generals  had,  however,  uniforms  to  distin- 
guish them  from  the  rest  of  the  officers,  and  wore  a  band  around 
the  waist  to  designate  their  respective  rank.  On  the  other  hand, 
most  of  the  colonels  and  other  officers  wore  their  everyday  clothes. 
They  carried  their  muskets  (to  which  a  bayonet  was  attached)  in 
their  hands;  their  pouches  or  powder  horns  were  slung  over  their 
backs,  and  their  left  hand  hung  down  by  their  side,  while  the  right 
foot  was  slightly  put  forward. 

(Adapted  from  Camps  and  Firesides  of  the  Revolution,  Hart.) 


After  the  Battle  of  Trenton.  Congress,  sitting  in  Baltimore,  in- 
vested Washington  with  full  powers,  for  six  months,  to  raise  and 
muster  into  service  16  battalions  of  infantry,  if  he  should  need  so 
many,  and  3.000  cavalry.  That  was  well  for  Congress  to  do;  but 
how  would  the  men  be  paid?  Some  of  the  soldiers'  time  had  ex- 
pired, and  Washington  had  no  money  to  pay  them.  There  was  a 
noble  man  in  Philadelphia,  Robert  Morris,  who  had  spent  a  great 
deal  of  money  for  the.  cause.  The  next  day  after  the  victory  at 
Trenton,  he  sent  Washington  all  the  hard  money  he  could  lay  his 
hands  on — 410  Spanish  dollars,  2  English  crowns,  half  a  French 
crown,  and  10^  English  shillings.  That  was  all;  and  yet  so  firm 
was  the  faith  of  Washington  that  he  promised  each  soldier  $10 
bounty,  in  hard  money,  if  he  would  stay  six  weeks  longer.  He 
wrote  to  Morris  what  he  had  promised.  It  would  take  $50,000. 
Mr.  Morris  had  no  money,  but  he  had  a  Quaker  friend  in  Phila- 
delphia who  had  the  cash.  Mr.  Morris  called  upon  him.  "What 
security  canst  thee  give,  Robert?"  the  Quaker  asked.  "My  note 
and  my  honor."  "  Thee  shall  have  the  money,  Robert,"  and  the 
next  day  a  messenger  came  with  the  $50,000  with  this  note: 

"  I  was  up  early  this  morning  to  dispatch  a  supply  of  $50.000 
to  your  excellency.  It  gives  me  great  pleasure  that  you  have  en- 
gaged the  troops  to  continue;  and  if  further  occasional  supplies  of 
money  are  necessary,  you  may  depend  on  my  exertions,  either  in  a 
public  or  private  capacity." 

(Adapted  from  Boys  of  76,  Caffin.) 


"A  strange-looking  army,  clad  in  buckskin  shirts,  and  fringed 
leggings,  without  a  tent,  a  bayonet  or  any  baggage,  and  with  hardly 
a  sword  among  the  officers.  But  every  man  had  a  rifle,  a  knife,  and 


108  STUDIES  IN   CITIZENSHIP 

a  tomahawk,  and  they  were  all  mounted  on  wiry  horses.  Discipline 
in  the  usual  military  sense  was  unknown,  and  yet  they  were  no 
ordinary  militia.  Every  man  wTas  a  fighter,  bred  in  Indian  wars, 
who  had  passed  his  life  with  horse  and  rifle,  encompassed  by  perils. 
They  were  a  formidable  body  of  men — hardy,  bold  to  recklessness, 
and  swift  of  movement.  They  pushed  on  rapidly  over  the  high 
table-land  covered  with  snow,  and  then  down  the  ravines  and 
gorges — rough  riding,  where  there  was  hardly  a  trail." 

(Description  of  the  Army  of  American  backwoodsmen  who  fought 
and  won  the  important  battle  of  Kings  Mountain,  Lodge.) 


Green  was  determined  that  there  should  be  no  loyalist  uprising 
and  no  reinforcements  for  the  British  if  he  could  help  it.  His 
detachments  under  Williams,  Lee,  and  Pickens  hung  about  the 
British  Army  and  swooped  down  on  communications  and  on  loy- 
alist recruits  with  a  sudden  and  unsparing  hand.  Pursuing  Tar- 
leton,  who  was  out  on  a  plundering  expedition,  Lee  came  upon 
300  loyalists  marching  to  join  Cornwallis.  Pie  did  not  want  to 
lose  his  blow  at  Tarleton,  who,  only  a  few  miles  ahead,  was  quite 
unconscious  of  his  presence,  and  so,  trusting  to  the  resemblance  in 
uniform,  he  tried  to  slip  by  the  Tory  companies.  He  very  nearly 
succeeded,  and  was  fairly  in  the  midst  of  them  when  one  of  the 
loyalist  riflemen  detected  the  trick  and  fired.  There  w>as  no  help 
for  it;  Tarleton  must  be  abandoned.  Out  came  the  sabers,  and  in 
a  few  moments  90  of  the  loyalist  militiamen  were  lying  on  the 
field;  their  commander  was  desperately  wounded,  and  the  rest  of 
the  men  were  racing  away  for  safety  in  all  directions.  The  de- 
struction of  this  large  body  of  loyalist  recruits  made  enlisting 
under  the  Crown  so  unpleasant  and  unpopular  that  it  ceased  in  that 
neighborhood  entirely. 

(Adapted  from  The  Story  of  the  Revolution,  Lodge.) 

QUESTIONS  ON  READINGS  : 

1.  Why  did  the  Army  have  to  go  through  the  hardships  of  Valley 
Forge  ? 

2.  Why  were  they  willing  to  go  through  these  hardships? 

3.  Why  should  Americans  be  proud  of  Valley  Forge? 

4.  Why  is  it  essential  that  an  army  be  properly  fed  and  clothed? 

5.  Why  was  Congress  not  able  to  raise  money  with  which  to 
pay  the  soldiers? 

6.  How  did  the  method  of  raising  money  then  compare  with  the 
methods  during  the  World  War? 

7.  In  what  sense  did  the  training  the  colonists  had  received  in 
Indian  wars  aid  them  against  the  British? 


FOR  RECRUITS  109 

8.  How  did  the  fighting  in  America  differ  from  the  fighting  on 
the  open  battle  fields  in  Europe  to  which  the  British  were  accus- 
tomed ? 

9.  Were  all  the  people  who  lived  in  the  colonies  supporting  the 
Colonial  Army?     Why? 

10.  What  would  induce  colonists  to  enlist  in  the  British  Army? 

11.  In  addition  to  enlisting  in  the  British  Army,  many  colonists 
sold  food  and  supplies  to  the  British.     Why  would  they  do  this? 


110  STUDIES  IN   CITIZENSHIP 

XXVI 

AMERICAN  UNION 

NOTE  TO  INSTRUCTOR: 

Through  years  of  war  the  Americans  won  the  right  to  govern 
themselves.  Many  of  them  had  little  idea  how  difficult  it  was  to  do 
this.  They  thought  that  since  the  war  was  over  they  could  go  on  with 
their  State  governments,  just  as  before  the  Revolution.  Of  course, 
Washington,  Hamilton,  Jefferson,  and  others  saw  that  they  must 
have  a  better  central  government,  or  America  would  degenerate  into 
13  jarring  and  warring  States. 

"  They  dragged  themselves  out  of  the  chaos  of  the  Confederation 
and  formed  the  Constitution  of  the  United  States.  It  was  hard  work, 
there  wefe  many  narrow  escapes,  much  bitter  opposition,  but  the 
great  step  was  taken  and  the  instrument  adopted  which  made  a 
nation  possible.  The  struggle  then  began  in  earnest  and  lasted  for 
three-quarters  of  a  century  between  the  forces  of  separation  and  the 
forces  of  union." 

Many  definite  problems  faced  them. 

1.  Should  they  maintain  1  army  or  13  armies? 

2.  Should  trade  and  travel  flow  freely  over  State  lines  or  should 
each  State  levy  duties  on  trade  and  travel  from  other  States? 

3.  Should  each  State  manage  its  own  foreign  affairs — make  war, 
peace,  and  treaties — or  should  they  stand  together  in  their  foreign 
relations  ? 

4.  How  should  they  divide  the  land  to  the  west  and  build  roads  and 
canals  connecting  State  with  State  ? 

5.  How  could  the  small  States  be  protected  against  the  large  ones 
and  have  their  interests  cared  for? 

6.  They  had  suffered  from  the  tyranny  of  government.    How  could 
they  make  a  central  government  strong  enough  to  be  useful  but  not 
strong  enough  to  be  dangerous  ? 

7.  How  could  they  collect  money  to  pay  the  expenses  of  government 
and  how  should  the  expenses  be  divided  among  the  various  States  ( 

These  and  many  other  perplexing  problems  were  discussed  by  the 
Constitutional  Convention.  The  Constitution  is  the  result  of  their 
deliberations  and  is  the  wisest  document  ever  prepared  for  the  gov- 
ernment of  a  people.  When  we  remember  the  difficulties  under  which 
it  was  written  we  can  well  be  proud  of  the  men  who  gave  us  a  gov- 
ernment "  of  the  people,  for  the  people,  and  by  the  people." 

The  soldier  should  be  brought  to  realize,  as  every  citizen  should  be 
brought  to  realize,  that  government  under  the  Constitution  will  not 
run  itself.  The  same  loyalty,  sacrifice,  courage,  and  wisdom  that 
made  the  Constitution  possible  is  necessary  to  keep  it  going. 


FOR   RECRUITS  111 

INTRODUCTORY  QUESTIONS  : 

1.  Can  the  state  of  Maine  make  a  treaty  with  Canada?     Explain. 

2.  Can  California  declare  war  on  Japan?     Explain. 

3.  At  the  close  of  the  Revolutionry  War  the  Americans  could  have 
done  one  of  three  things  : 

(«)   Established  independent  States,  with  no  central  government. 
(£>)  Established  a  central  government  with  no  State  units. 
(c)  Established  a  central  government  of  united  States. 
Which  plan  was  adopted  ?     Why  was  it  difficult  to  decide  upon  the 
best  plan? 

4.  Why  was  it  better  for  the  13  Colonies  to  stand  together  in  the 
making  of  war,  peace,  and  treaties,  to  support  one  army,  and  to 
develop  the  West  together,  rather  than  for  each  one  to  do  these  things 
acting  alone  ? 

5.  What  is  the  "  Federal  Government  "  ? 

READINGS  : 

1 

Before  the  Revolutionary  War  the  13  original  Colonies  were  not 
united ;  each  had  its  own  government,  and  each  acted  in  governmental 
matters  with  little  regard  to  its  neighbors.  The  quarrel  with  the 
mother  country,  however,  caused  the  Colonies  to  join  forces,  and  after 
a  long  struggle  they  won  their  independence.  But  with  independ- 
ence gained,  old-time  rivalries  and  jealousies  revived,  and  it  seemed 
for  a  while  as  if  the  union  brought  about  by  the  war  would  end  in 
disorder  and  strife. 

While  the  war  was  still  going  on  the  13  States  had  formed  a  league 
with  one  another,  known  as  the  Articles  of  Confederation,  but  the 
government  they  set  up — the  Confederation  Congress — soon  became 
an  object  of  contempt  both  at  home  and  abroad.  It  could  not  en- 
force treaties  it  had  made  with  foreign  Governments;  it  could  not 
preserve  o^der  within  the  country;  it  could  not  meet  its  running 
expenses,  to  say  nothing  of  pa}"ing  the  debt  which  it  owed  to  foreign 
creditors  and  to  its  own  citizens.  It  was  even  unable  to  protect 
itself  from  violence  and  indignity :  on  one  occasion  a  band  of  drunken 
soldiers,  angry  at  not  receiving  pay  long  due  them,  pushed  their 
way  into  the  hall  where  Congress  was  sitting  and  forced  the  members 
to  flee  for  their  very  lives. 

The  States,  meantime,  not  only  gave  little  attention  to  congres- 
sional requests  or  recommendations  but  quarreled  among  themselves 
over  commerce,  tariffs,  and  boundaries.  New  York  taxed  butter 
and  eggs  brought  into  the  State  from  New  Jersey;  New  Jersey  retal- 
iated by  taxing  the  New  York  lighthouse  on  Sandy  Hook.  Maryland 
and  Virginia  quarreled  over  the  navigation  of  Chesapeake  Bay  and 
the  Potomac.  South  Carolina  and  Georgia  were  at  swords'  points 


112  STUDIES   IN    CITIZENSHIP 

over  the  control  of  the  Savannah.  New  York  and  Connecticut 
actually  fought  for  the  possession  of  Vermont,  while  Vermont  deny- 
ing that  either  State  had  any  authority  over  her,  took  up  arms  to 
defend  her  soil  from  invaders.  Conditions  like  these  gradually 
brought  home  to  thoughtful  Americans  the  need  for  a  better  union 
and  a  stronger  government  if  the  country  was  to  be  saved  from 
disaster. 

At  this  time  of  crisis — when  it  was  uncertain  whether  we  were 
to  remain  one  nation  or  become  13 — the  Constitutional  Convention 
met  in  Philadelphia.  Composed  of  the  ablest  and  most  distinguished 
men  in  the  country — Washington,  Madison,  Hamilton,  and  Franklin 
were  among  its  members — it  aroused  the  hope  and  confidence  of 
the  better  class  of  people  from  the  time  its  session  began.  Day 
after  day  and  month  after  month,  during  the  hot  summer  of  1787, 
it  worked  earnestly  to  draw  up  a  plan  for  "  a  more  perfect  union," 
and  in  spite  of  serious  disagreements  and  obstacles,  by  concessions 
here  and  compromises  there  it  at  last  completed  its  task  and  sub- 
mitted its  work  to  the  people.  After  a  hard  contest  the  Constitu- 
tion was  ratified,  or  accepted,  by  all  the  States  and  became  hence- 
forth "  the  supreme  law  of  the  land." 

(Adapted  from  Community  Life  and  Civic  Problems,  Ho\vard 
Copeland  Hill,  pp.  475,  476.) 


"  We  hear  with  great  satisfaction  that  the  convention  for  re- 
vising the  confederation  is  now  assembled  and  doing  business  at 
Philadelphia.  Among  the  many  important  matters  to  be  taken 
under  consideration  by  that  august  body  the  following  are  said  to 
be  the  principles:  First,  that  the  13  States  be  divided  into  three 
distinct  Republics,  who  ought  to  league  together  for  their  common 
defense  as  so  many  separate  governments  independent  of  each 
other;  secondly,  if  the  13  States  remain  as  they  are  confederated, 
to  lessen  their  sovereignty  by  abolishing  their  State  legislatures 
and  leaving  the  whole  laws  to  be  made  by  the  national  congress, 
assembly,  or  parliament;  thirdly,  the  13  States  to  remain  as  they 
are,  except  that  their  laws  be  revised  by  Congress  so  as  to  make 
the  whole  act  in  conformity  as  of  one,  and  the  executive  powers 
of  Congress  enlarged.  It  is  much  to  be  wished  that  the  latter  may 
be  adopted." 2 

(Adapted  from  American  Historical   Association,   1901,   vol.   2, 

p.  18.) 

3  Georgia  State  Gazette  or  Independent  Register,  July  21,  1787.  This  weekly  newspa- 
per was  published  at  Augusta  by  John  E.  Smith,  printer  to  the  State.  It  afterwards 
became  the  Augusta  Chronicle. 


FOR  RECRUITS  113 

3 

I  profess,  sir,  in  my  career  hitherto,  I  have  kept  steadily  in  view 
the  prosperity  and  honor  of  the  whole  country,  and  the  preserva- 
tion of  our  Federal  Union.  *  *  * 

I  have  not  allowed  myself,  sir,  to  look  beyond  the  Union  to  see 
what  might  lie  hidden  in  the  dark  recesses  behind.  I  have  not  coolly 
weighed  the  chances  of  preserving  liberty  when  the  bonds  that  unite 
us  together  shall  be  broken  asunder.  I  have  not  accustomed  myself 
to  hang  over  the  precipice  of  disunion,  to  see  whether,  with  my  short 
sight,  I  can  fathom  the  depth  of  the  abyss  below ;  nor  could  I  regard 
him  as  a  safe  counselor  in  the  affairs  of  this  Government  whose 
thoughts  should  be  mainly  bent  on  considering,  not  how  the  Union 
may  be  best  preserved,  but  how  tolerable  might  be  the  condition  of 
the  people  when  it  shall  be  broken  up  and  destroyed.  While  the 
Union  lasts,  we  have  high,  exciting,  gratifying  prospects  spread  out 
before  us,  for  us  and  our  children.  Beyond  that  I  seek  not  to  pene- 
trate the  veil.  God  grant  that  in  my  day,  at  least,  the  curtain  may 
not  raise !  God  grant  that  on  my  vision  never  may  be  opened  what 
lies  behind !  When  my  eyes  shall  be  turned  to  behold  for  the  last 
time  the  sun  in  heaven,  may  I  not  see  him  shining  on  the  broken 
and  dishonored  fragments  of  a  once  glorious  Union,  on  States  dis- 
severed, discordant,  belligerent;  on  a  land  rent  with  civil  feuds,  or 
drenched,  it  may  be,  in  fraternal  blood !  Let  their  last  feeble  and 
lingering  glance  rather  behold  the  gorgeous  ensign  of  the  Republic, 
now  known  and  honored  throughout  the  earth,  still  full  high  ad- 
vanced, its  arms  and  trophies  streaming  in  their  original  luster,  not 
a  stripe  erased  or  polluted,  nor  a  single  star  obscured,  bearing  for 
its  motto  no  such  miserable  interrogatory  as  "  What  is  all  this 
worth  ?  "  nor  those  other  words  of  delusion  and  folly,  "  Liberty  first 
and  Union  afterwards  " ;  but  everywhere  spread  all  over  in  charac- 
ters of  living  light,  blazing  on  all  its  ample  folds,  as  they  float  over 
the  sea  and  over  the  land,  and  in  every  wind  under  the  whole  heavens, 
that  other  sentiment,  dear  to  every  true  American  heart,  Liberty 
and  Union,  now  and  forever,  one  and  inseparable ! 

(Adapted  from  The  Federal  Union,  from  Webster's  reply  to 
Hayne.) 

(American  Literature  through  Illustrative  Readings,  Sarah  E. 
Simons,  p.  80.) 

4 

Fourscore  and   seven   years   ago   our   fathers  brought   forth   on 
this  continent  a  new  Nation,  conceived  in  liberty  and  dedicated 
to  the  proposition  that  all  men  are  created  equal. 
5008°— 22 8 


114  STUDIES   IX    CTT!ZLX?TriP 

Now  we  are  engaged  in  a  great  civil  Avar,  testing  whether  that 
Nation,  or  any  nation  so  conceived  and  so  dedicated,  can  long  en- 
dure. We  are  met  on  a  great  battle  field  of  that  war.  We  have 
come  to  dedicate  a  portion  of  that  field  as  a  final  resting  place  for 
those  who  here  gave  their  lives  that  that  Nation  might  live.  It  is 
altogether  fitting  and  proper  that  we  should  do  this. 

But,  in  a  larger  sense,  we  can  not  dedicate,  we  can  not  con- 
secrate, we  can  not  hallow,  this  ground.  The  brave  men,  living 
and  dead,  who  struggled  here  have  consecrated  it  far  above  our 
poor  power  to  add  or  detract.  The  world  will  little  note,  nor  long 
remember,  what  we  say  here,  but  it  can  never  forget  what  they  did 
here.  It  is  for  us,  the  living,  rather  to  be  dedicated  here  to  the 
unfinished  work  which  they  who  fought  here  have  thus  far  so  nobly 
advanced.  It  is  rather  for  us  to  be  here  dedicated  to  the  great 
task  remaining  before  us — that  from  these  honored  dead  we  take 
increased  devotion  to  that  cause  for  which  they  gave  the  last  full 
measure  of  devotion;  that  we  here  highly  resolve  that  these  dead 
shall  not  have  died  in  vain;  that  this  Nation,  under  God,  shall 
have  a  new  birth  of  freedom;  and  that  government  of  the  people, 
by  the  people,  for  the  people,  shall  not  perish  from  the  earth. 

(The  Gettysburg  Address,  Abraham  Lincoln.) 

QrTESTIONS   ON   READINGS! 

1.  After  the  Revolutionary  War  Washington  said:  "We  are  one 
to-day  and  thirteen  to-morrow."     What  did  he  mean? 

2.  What  were  the  chief  defects  of  the  Articles  of  Conf ederatipn  ? 

3.  What  were  some  of  the  conflicts  between  the  States? 

4.  Could  New  York  now  place  a  tax  on  butter  and  eggs  brought 
into  the  State  from  New  Jersej'?     Why? 

5.  Where  did  the  Constitutional  Convention  meet?     When? 

6.  Who  were  some  of  the  members  of  this  convention? 

7.  What  were  the  important  questions  before  this  convention? 
How  were  they  decided? 

8.  Was  Webster's  policy  of  not  allowing  himself  "to  look  beyond 
the  Union  to  see  what  might  lie  hidden  in  the  dark  recess  behind  "  a 
good  one  ?    Why  ? 

9.  According  to  Webster,  who  was  a  safe  counselor  in  the  affairs 
of  this  Government  at  that  time? 

10.  What  is  his  idea  of  the  true  relationship  between  liberty  and 
union? 

11.  What  was  the  occasion  of  Lincoln's  Gettysburg  address? 

12.  How  was  the  Civil  War  a  test  of  whether  this  Nation  could 
long  endure? 

13.  Can  a  State  quit  the  Union  if  it  wants  to  do  so?    Explain. 


FOB   RECRUITS  115 

14.  Why  must  the  Federal  Government  treat  all  States  alike? 

15.  Name  some  things  that  the  States  united  can  do  that  each 
could  not  do  separately  2 

16.  How  does  the  Union  help  (a)  defense;   (b)  trade;   (c)  com- 
munications? 


116  STUDIES  IN   CITIZENSHIP 


XXVII 

ENGLISH 

NOTE  TO  INSTRUCTOR  : 

Throughout  this  course  our  discussions  have  led  us  to  consider 
the  necessity  of  cooperation  in  the  modern  social,  political,  and 
economic  order.  It  was  formerly  possible  for  a  man  to  set  a  high 
standard  for  his  own  life  and  live  up  to  it  even  without  the  coopera- 
tion of  others.  He  can  no  longer  do  this.  He  now  finds  himself 
at  every  turn  dependent  upon  others  and  he  thus  finds  that  coopera- 
tion with  others  is  essential  to  his  welfare.  Nor  is  the  need  for 
cooperation  confined  to  individuals,  but  extends  to  communities  and 
nations.  The  strength  or  welfare  of  a  State  or  a  nation  depends 
upon  its  willingness  to  cooperate  with  others  and  its  ability  to  in- 
spire or  force  others  to  cooperate  with  it. 

The  machinery  through  which  cooperation  among  communities, 
States,  and  nations  is  secured  is  regulated  by  laws  which  are  admin- 
istered by  certain  delegated  authorities  for  the  benefit  of  all.  Thus 
we  have  our  system  of  laws,  administered  by  our  courts,  police,  and 
armies.  Courts,  police  forces,  and  armies  are  effective  only  in  pro- 
portion to  the  desire  for  cooperation  among  the  masses  of  people 
whose  will,  as  expressed  through  the  press  and  the  ballot,  they  obey. 
The  strength  of  a  nation,  therefore,  depends  upon  its  material  wealth, 
supported  by  the  character  and  abilities  of  the  people  who  compose 
it — their  intelligence,  sense  of  justice,  and  responsibility,  physical 
fitness,  and  moral  stamina.  When  the  people  possess  these  qualities 
in  high  degree  they  will  make  the  nation,  which  they  compose,  a 
strong  one. 

The  purpose  here  is  to  lead  the  class  through  oral  discussion  to 
some  conclusion  as  to  the  definite  things  that  make  a  nation  strong, 
a«d  then  to  have  them  write  their  thoughts  in  as  good  English  as 
they  can.  The  following  questions  are  suggested  for  the  oral  dis- 
cussion : 
QUESTIONS  : 

In  trying  to  determine  the  strength  of  a  nation,  why  do  we  seek 
information  on  the  following  topics? 

1.  The  kind  and  quality  of  the  government. 

2.  The  solidarity,  intelligence,  and  patriotism  of  the  inhabitants. 

3.  The  area. 

4.  Whether  the  nation  is  self-sustaining  in  food,  coal,  iron,  oil, 
wool,  nitrates,  etc. 


FOR  RECRUITS  117 

5.  The  nation's  manufacturing,  shipping,  and  railway  systems. 

6.  The  nation's  imports  and  exports. 

7.  Its  national  wealth  and  national  debt. 

8.  The  military  and  naval  forces:   («)  The  number  of  men  avail- 
able for  military  and  naval  service  in  an  emergency;  (b)  the  active 
military  and  naval  forces;  (c)  the  trained  reserves;  and  (d)  reserve 
munitions. 

Write  about  300  words  on  the  subject  "What  makes  a  nation 
strong?'' 


118  STUDIES  LN   CITIZENSHIP 


XXVIII 


NOTE  TO  INSTRUCTOR: 

We  hear  much  in  these  days  about  the  Constitution  of  the  United 
States;  that  it  is  out  of  date;  that  it  does  not  fit  the  present;  that 
its  ancient  laws  retard  the  progress  of  our  Nation.  Though  it  is 
the  .oldest  written  Constitution  in  existence,  it  is  only  about  135 
years  old. 

An  institution  should  not  be  condemned,  however,  because  it  is 
either  old  or  new.  The  makers  of  the  Constitution,  realizing  that 
whatever  has  the  power  to  win  respect  and  obedience  must  be  a 
result  of  long  experience,  built  their  plan  on  the  principles  that 
the  liberty-loving  English  people  had  been  testing  out  for  genera- 
tions. With  great  foresight  they  limited  their  statements  to  definite 
fundamental  principles,  leaving  the  details  elastic  enough  to  be 
fitted  to  changing  needs.  In  reality,  then,  the  Constitution  is  both 
old  and  new.  It  has  stood  the  test  of  four  wars.  Since  its  adop- 
tion the  Nation  has  grown  from  a  narrow  strip  of  territory  along 
the  eastern  coast  to  a  vast  territory  stretching  from  coast  to  coast, 
from  a  group  of  13  weak  States  loosely  bound  together  to  a  Nation 
of  48  States,  one  of  the  leading  nations  of  the  world. 

INTRODUCTORY  QUESTIONS: 

1.  Why  do  we  call  our  country  the  United  States? 

2.  Why  did  the  States  form  ;i  Union? 

3.  What  holds  the  States  together? 

READINGS  : 

THE  CONSTITUTION  OF  THE  UNITED  STATES. 

1 
PREAMBLE 

We  the  people  of  the  United  States,  in  order  to  form  a  more 
perfect  union,  establish  justice,  insure  domestic  tranquillity,  provide 
for  the  common  defense,  promote  the  general  welfare,  and  secure 
the  blessings  of  liberty  to  ourselves  and  our  posterity,  do  ordain 
and  establish  this  Constitution  for  the  United  States  of  America. 


FOE  RECRUITS  119 

2 
ARTICLE  I.     Legislative  department 

All  legislative  powers  herein  granted  shall  be  vested  in  a  Con- 
gress of  the  United  States,  which  shall  consist  of  a  Senate  and 
House  of  Representatives. 

3 

ARTICLE  II.     Executive  department 

1.  The  executive  power  shall  be  vested  in  a  President  of  the  United 
States  of  America.  He  shall  hold  his  office  during  the  term  of  four 
years.  *  *  * 

8.  Before  he  enter  on  the  execution  of  his  office  he  shall  take  the 
following  oath  or  affirmation : 

"I  solemnly  swear  (or  affirm)  that  I  will  faithfully  execute  the 
office  of  President  of  the  United  States,  and  will,  to  the  best  of  my 
ability,  preserve,  protect,  and  defend  the  Constitution  of  the  United 
States." 

4 

ARTICLE  III.     Judicial  department 

The  judicial  power  of  the  United  States  shall  be  vested  in  one 
Supreme  Qourt,  and  in  such  inferior  courts  as  the  Congress  may 
from  time  to  time  ordain  and  establish.  The  judges,  both  of  the 
Supreme  and  inferior  courts,  shall  hold  their  offices  during  good  be- 
havior, and  shall,  at  stated  times,  receive  for  their  services  a  compen- 
sation which  shall  not  be  diminished  during  their  continuance  in 
office. 

5 

ARTICLE  V.    Power  of  amendment 

The  Congress,  whenever  two-thirds  of  both  Houses  shall  deem  it 
necessary,  shall  propose  amendments  to  this  Constitution,  or,  on  the 
application  of  the  legislatures  of  two-thirds  of  the  several  States, 
shall  call  a  convention  for  proposing  amendments,  which  in  either 
case  shall  be  valid  to  all  intents  and  purposes  as  part  of  this  Consti- 
tution when  ratified  by  the  legislatures  of  three-fourths  of  the  sev- 
eral States,  or  by  the  conventions  in  three-fourths  thereof,  as  the  one 
or  the  other  mode  of  ratification  may  be  proposed  by  the  Congress, 
provided  that  no  amendment  which  may  be  made  prior  to  the  year 
1808  shall  in  any  manner  affect  the  first  and  fourth  clauses  in  the 
ninth  section  of  the  first  article;  and  that  no  State,  without  its  con- 
sent, shall  be  deprived  of  its  equal  suffrage  in  the  Senate. 


120  STUDIES  IN   CITIZENSHIP 

6 
ARTICLE  I.    Powers  of  Congress. 

1.  The  Congress  shall  have  power  to  lay  and  collect  taxes,  duties, 
imposts,  and  excises,  to  pay  the  debts  and  provide  for  the  common 
defense  and  general  welfare  of  the  United  States ;  but  all  duties,  im- 
posts, and  excises  shall  be  uniform  throughout  the  United  States ; 

2.  To  borrow  money  on  the  credit  of  the  United  States ; 

3.  To  regulate  commerce  with  foreign  nations,  and   among  the 
several  States  and  with  the  Indian  tribes; 

4.  To  establish  a  uniform  rule  of  naturalization,  and  uniform 
laws  on  the  subject  of  bankruptcies  throughout  the  United  States; 

5.  To  coin  money,  regulate  the  value  thereof,  and  of  foreign  coin, 
and  fix  the  standard  of  weights  and  measures ; 

6.  To  provide  for  the  punishment  of  counterfeiting  the  securities 
and  current  coin  of  the  United  States ; 

7.  To  establish  post  offices  and  post  roads ; 

8.  To  promote  the  progress  of  science  and  useful  arts,  by  secur- 
ing for  limited  times  to  authors  and  inventors  the  exclusive  right 
to  their  respective  writings  and  discoveries ; 

9.  To  define  and  punish  piracies  and  felonies  committed  on  the 
high  seas,  and  offenses  against  the  law  of  nations ; 

10.  To  declare  war,  grant  letters  of  marque  and  reprisal,  and  make 
rules  concerning  captures  on  land  and  water; 

11.  To  constitute  tribunals  inferior  to  the  Supreme  Court ; 

12.  To  raise  and  support  armies,  but  no  appropriation  of  money 
to  that  use  shall  be  for  a  longer  term  than  two  years ; 

13.  To  provide  and  maintain  a  Navy; 

14.  To  make  rules  for  the  government  and  regulation  of  the  land 
and  naval  forces; 

15.  To  provide  for  calling  forth  the  militia  to  execute  the  laws 
of  the  Union,  suppress  insurrections,  and  repel  invasions; 

16.  To    provide    for    organizing,    arming,    and    disciplining    the 
militia,  and  for  governing  such  part  of  them  as  may  be  employed 
in  the  service  of  the  United  States,  reserving  to  the  States  respec- 
tively the  appointment  of  the  officers,  and  the  authority  of  training 
the  militia  according  to  the  discipline  prescribed  by  Congress ; 

17.  To  exercise  exclusive  legislation  in  all  cases  whatsoever  over 
such  district  (not  exceeding  10  miles  square)  as  may,  by  cession  of 
particular  States,  and  the  acceptance  of  Congress,  become  the  seat 
of  the  Government  of  the  United  States,  and  to  exercise  like  .au- 
thority over  all  places  purchased  by  the  consent  of  the  legislature 
of  the  State  in  which  the  same  shall  be,  for  the  erection  of  forts, 
magazines,  arsenals,  dockyards,  and  other  needful  buildings;  and 


FOB  RECRUITS  121 

18.  To  make  all  laws  which  shall  be  necessary  and  proper  for 
carrying  into  execution  the  foregoing  powers,  and  all  other  powers 
vested  by  this  Constitution  in  the  Government  of  the  United  States, 
or  in  any  department  or  officer  thereof. 


AMENDMENTS 

1.  Congress  shall  make  no  law  respecting  an  establishment  of  re- 
ligion or  prohibiting  the  free  exercise  thereof ;  or  abridging  the  free- 
dom of  speech  or  of  the  press;  or  the  right  of  the  people  peacefully 
to  assemble,  and  to  petition  the  Government  for  a  redress  of  griev- 
ances. 

5.  Xo  person  shall  be  held  to  answer  for  a  capital  or  otherwise 
infamous  crime,  unless  on  a  presentment  or  indictment  of  a  grand 
jury,  except  in  cases  arising  in  the  land  or  naval  forces,  or  in  the 
militia  when  in  actual  service  in  time  of  war  or  public  danger;  nor 
shall  any  person  be  subject  for  the  same  offense  to  be  twice  put  in 
jeopardy  of  life  or  limb;  nor  shall  be  compelled  in  any  criminal  case 
to  be  a  witness  against  himself,  nor  be  deprived  of  life,  liberty,  or 
property  without  due  process  of  law ;  nor  shall  private  property  be 
taken  for  public  use  without  just  compensation. 

6.  In  all  criminal  prosecutions  the  accused  shall  enjoy  the  right  to 
a  speedy  and  public  trial,  by  an  impartial  jury  of  the  State  and 
district  Avherein  the  crime  shall  have  been  committed,  which  district 
shall  have  been  previously  ascertained  by  law,  and  to  be  informed  of 
the  nature  and  cause  of  the  accusation,  to  be  confronted  with  the 
witnesses  against  him;  to  have  compulsory  process  for  obtaining 
witnesses  in  his  favor,  and  to  have  the  assistance  of  counsel  for  his 
defense. 

QUESTIONS  ON  READINGS  : 

1.  What  is  the  Constitution  of  the  United  States? 

2.  Why  do  we  have  a  constitution? 

3.  Do  all  countries  have  constitutions? 

4.  Why  does  a  constitution  protect  the  liberties  of  a  people? 

5.  Why  did  the  people  of  the  United  States  "  ordain  and  estab- 
lish "  the  Constitution  ? 

6.  Why  did  the  people  feel  a  need  for  a  more  perfect  union  ? 

7.  What  is  legislative  power? 

S.  Where  is  that  power  vested  in  the  Constitution? 

9.  What  comprises  the  Congress  of  the  United  States? 

10.  What  is  the  Senate?     The  House  of  Representatives?     Tell  all 
you  can  about  each  of  these. 


Ili2  STUDIES   LIST    CITIZENSHIP 

11.  What  is  executive  power?     Where  is  it  vested  by  the  Consti- 
tution? 

12.  Tell  what  you  can  about  the  duties  of  the. President. 

13.  What  is  judicial  power?     In  whom  is  this  power  vested? 

14.  Why  was  it  a  good  plan  to  separate  these  powers — the  legis- 
lative, executive,  and  judicial? 

15.  How  is  one  a  check  on  the  others  ? 

16.  Name  as  many  as  you  can  of  the  powers  granted  to  Congress. 

17.  The  Federal  Government  has  only  those  powers  granted  to  it 
by  the  Constitution.     Where  does  it  get  the  power  to  hire  a  man  to 
deliver  your  mail  to  jTonr  door  ?     To  regulate  railroad  rates  ? 

18.  How  may  the  Constitution  be  amended  ?     Is  the  way  too  diffi- 
cult?    Why? 

19.  How  many  amendments  are  there  ?    Name  as  many  as  you  can. 

20.  What  is  freedom  of  speech  ?     Of  the  press  ? 

21.  Where  does  your  freedom  of  speech  end? 

22.  Why  must  a  person  be  indicted  by  a  grand  jury  before  he  can 
be  held  for  a  capital  crime  ? 

23.  Can  a  person  accused  of  a  crime  be  compelled  to  testify?    Why  ? 

24.  Wliy  should  the   accused   be   confronted  with  the   witnesses 
against  him? 

25.  Suppose  a  person  accused  of  a  crime  can  not  hire  a  lawyer,  will 
he  be  tried  without  one  ?     Why  ? 

26.  What  are  the  purposes  of  the  Constitution  as  set  out  in  the 
preamble  ? 

27.  Are  these  purposes  as  true  and  necessary  to-day  as  when  the 
Constitution  was  written? 

28.  Can  you  suggest  any  changes  or  additions  that  will  make  the 
Constitution  fit  present  conditions  better?     What? 


FOB  EECEUITS  123 

XXIX 
WHAT  THE  GOVERNMENT  DOES  FOR  THE  CITIZEN 

XOTE  TO  INSTRUCTOR: 

Nearly  all  we  do,  from  the  cradle  to  the  grave,  brings  us  into 
touch  with  the  Government.  Whether  we  live  in  the  country  or 
in  the  city,  whether  we  are  in  a  factory  making  automobiles,  or 
in  the  Army  on  guard  duty,  the  Government,  by  its  good  deeds  or 
its  neglect,  affects  our  lives.  It  is  our  agent,  created  by  us  to  satisfy 
needs  which  we  can  not  satisfy  by  our  own  individual  effort,  and 
to  regulate  the  doings  of  private  persons  in  such  a  manner  as  to  im- 
prove the  general  standards  of  life,  labor,  and  education.  The  very 
essence  of  government,  according  to  the  democratic  ideal,  is  co- 
operation or  union  of  effort  for  the  common  good.  As  society 
becomes  more  complex  and  human  interests  multiply  and  conflict 
with  one  another,  the  function  of  the  Government  increases.  In 
order  to  make  the  proper  social  adjustment  under  the  conditions, 
it  must  step  in  and  do  things  that  it  has  not  done  before. 

In  a  democracy,  however,  government  derives  its  power  from 
the  people,  and  the  voters,  therefore,  are  constantly  called  upon 
to  determine  the  proper  limits.  Theoretically,  then,  all  it  does  is 
in  the  interest  of  the  group. 

INTRODUCTORY  QUESTIONS  : 

1.  What  is  a  constitution?     Who  adopts  it,  and  what  is  it  for? 

2.  Explain  why  government  is  necessary? 

3.  In  a  democracy  why  is  the  study  of  government  important  to 
every  citizen? 

4.  Name  as  many  things  as  you  can  which  our  Government  does 
for  its  citizens. 

READINGS: 

1 

Some  years  ago  the  following  notice  was  posted  in  a  cotton  mill: 
''All  parents  employed  in  this  mill  who  have  children  12  years 
old  and  over  shall  require  them  to  work  regularly  in  this  mill.    Chil- 
dren shall  not  be  excused  from  service  therein  without  the  consent 
of  the  superintendent  for  good  cause." 


The   first   are  ye   that    work   in   clothing,  silks,   or   wool   or   fur, 
shoes  or  gloves  or  girdles.     Men  can  in  nowise  dispense  with  you; 


124  STUDIES   IX    CITIZENSHIP 

men  must  first  have  clothing;  therefore  should  ye  so  serve  them  as 
to  do  your  work  truly;  not  to  steal  half  the  cloth,  or  to  use  other 
guile,  mixing  hair  with  your  wool  or  stretching  it  out  longer,  whereby 
a  man  thinketh  to  have  gotten  good  cloth,  yet  thou  hath  stretched  it 
to  be  longer  than  it  should  be,  and  maketh  a  good  cloth  into  worth- 
less stuff.  Nowadays  no  man  can  find  a  good  hat  for  thy  falsehood ; 
the  rain  will  pour  down  through  the  brim  into  his  bosom.  Even 
such  deceit  is  there  in  shoes,  in  furs,  in  currier's  work ;  one  man  sells 
an  old  skin  for  a  new,  and  how  manifold  are  thy  deceits  no  man 
knoweth  so  well  as  thou  and  thy  master  the  devil.  *  *  * 

The  fourth  are  such  as  sell  meat  and  drink,  which  no  man  can 
disregard.  Wherefore  it  is  all  the  more  needful  that  they  shouldst 
be  true  and  honest  therein ;  for  other  deceit  dealeth  only  with  earthly 
goods,  but  this  deceit  with  a  man's  body.  If  thou  offereth  measly 
or  rotten  flesh  that  thou  hast  kept  so  long  until  it  be  corrupt,  then 
art  thou  guilty  perchance  of  one  man's  life,  perchance  of  ten.  Or  if 
thou  offerest  flesh  that  was  unwholesome  before  the  slaughter  or 
upripe  of  age,  which  thou  knowest  well  and  yet  giveth  it  for  sale,  thou 
art  guilty  of  the  blood  of  these  folks.  The  same  say  I  of  him  who 
selleth  fish.  So  are  certain  innkeepers  and  cooks  in  the  town,  who 
keep  their  sodden  flesh  too  long,  whereof  a  guest  eateth  and  falleth 
sick  thereafter  for  his  life  long.  *  *  *  Certain  others  again  bake 
rotten  corn  to  bread,  whereby  a  man  may  lightly  eat  his  own  death; 
and  they  salt  their  bread,  which  is  most  unwholesome. 

The  sixth  folk  are  all  that  deal  with  medicine,  and  these  must 
need  take  great  heed  against  untruth.  He  who  is  no  good  master 
of  that  art,  let  him  in  no  wise  undertake  it,  or  folks'  blood  will  be 
upon  his  head.  Take  heed,  thou  doctor,  and  keep  thyself  from  this 
as  thou  lovest  the  kingdom  of  heaven.  We  have  murderers  enough 
without  thee  to  slay  honest  folk. 

(Adapted  from  a  thirteenth  century  sermon,  translated  in  Coul- 
ton,  A.  Mediaeva,  Garner,  pp.  348-354.  Published  by  Constable 
Co.,  London;  quoted  in  Current  Economic  Problems,  Hamilton.) 


In  America  a  man  who  lives  on  a  farm  in  Maine  can,  if  he 
wishes,  sell  Jiis  farm,  take  his  family  to  California,  buy  an  orange 
grove,  and  live  there  the  rest  of  his  days.  He  has  to  ask  no  one's 
permission  either  to  leave  Maine  or  enter  California.  A  young 
man  who  works  in  a  bank  in  the  city  wishes  to  change  his  work 
and  become  a  traveling  salesman.  He  may  go  to  his  friends  for 
advice,  but  he  has  to  ask  no  one's  permission  to  leave  one  position 
for  another.  Just  as  each  person  can  choose  his  own  occupation, 
so  he  can  also  decide  for  himself  what  church  he  will  attend.  The 


FOR  EECRUITS  125 

person  who  lives  in  America  has  perfect  freedom  so  long  as  he  does 
nothing  that  injures  others. 

(Adapted  from  My  Country,  p.  31,  Turkington.) 


From  the  beginning  of  our  Government  under  the  Constitu- 
tion, carrying  the  mails  has  been  a  public  undertaking.  In  1789 
there  were  75  post  offices,  and  about  $37,000  worth  of  business  was 
done.  In  1909  there  were  over  60,000  post  offices,  and  nearly  a 
quarter  of  a  billion  dollars'  worth  of  business  was  transacted.  In 
the  beginning  it  cost  25  cents  to  send  a  letter  more  than  450  miles ; 
now  a  letter  can  be  sent  from  Maine  to  the  Philippines  for  2  cents, 
and  recently  arrangements  have  been  made  to  send  letters  to  Eng- 
land and  Germany  for  2  cents. 

In  the  beginning  the  Government  confined  its  operations  to  carry- 
ing letters  and  papers  from  one  post  office  to  another,  but  it  has 
gradually  extended  its  work,  until  to-day  it  maintains  the  following 
services : 

It  registers  letters  so  as  to  guarantee  their  safe  delivery. 

It  transmits  money  by  means  of  post-office  orders. 

It  delivers  mail  in  towns  of  10,000  inhabitants  and,  by  a  system 
of  rural  free  delivery,  it  carries  mail  over  thousands  of  miles  of 
country  roads  to  the  farmers. 

Since  January,  1911,  it  has  been  engaged  in  the  banking  busi- 
ness, accepting  deposits  at  thousands  of  designated  branches  and 
paying  a  low  rate  of  interest  on  the  money  so  deposited. 

In  January,  1913,  it  established  a  system  for  carrying  parcels. 

(Adapted  from  American  Citizenship,  Beard,  p.  198.) 


Congress  established  in  1862  a  Department  of  Agriculture, 
which  now  comprises  a  number  of  important  bureaus  and  has  an 
annual  appropriation  of  more  than  $16,000,000.  A  Bureau  of  Ani- 
mal Industry  investigates  the  breeding,  feeding,  and  diseases  of 
animals;  a  Bureau  of  Plant  Industry  studies  the  best  methods  of 
improving  crops  by  selecting  seeds,  introducing  new  grains  and 
plants;  a  Bureau  of  Chemistry  studies  the  problems  of  fertilizing 
the  soil;  a  Bureau  of  Soils  has  made  a  survey  of  more  than  one- 
fourth  of  the  farm  land  of  the  country  with  a  viewr  to  discovering 
the  nature  and  kinds  of  plants  best  suited  to  the  several  sections, 
and  has  prepared  maps  showing  for  what  kinds  of  farming  the 
various  parts  of  the  country  are  well  adapted.  A  Bureau  of  En- 
tomology wages  war  on  the  insects  and  diseases  which  attack  plants, 
trees,  and  grains,  and  furnishes  information  as  to  the  best  methods 


ST  .V    CITIZENSHIP 

of  fighting  them.  Although  these  bureaus  are  principally  for  the 
study  of  agricultural  problems,  the  results  of  their  valuable  inves- 
tigations are  speedily  made  available  to  the  public  through  bul- 
letins and  disseminated  through  the  State  agricultural  colleges  to 
practical  farmers.  The  Weather  Bureau  saves  a  great  deal  of 
money  to  the  farmers  as  well  as  to  other  people  by  warning  them 
of  cold  waves,  frosts,  and  storms. 

(Adapted  from  American  Citizenship,  Beard,  p.  194.) 

• 
6 

The  services  rendered  by  the  different  Governments  of  the  earth 
vary -with  the  racial  instincts  and  character  of  the  people  whom  the 
Governments  serve.  They  vary  not  only  from  country  to  country, 
but  they  also  change  in  the  same  country  from  year  to  year.  It 
follows,  therefore,  that  any  enumeration  of  the  functions  of  govern- 
ment must  be  more  or  less  typical  in  character.  Still,  such  an  enu- 
meration is  useful,  since  it  gives  a  general  idea  of  the  scope  and 
nature  of  governmental  activity.  A  typical  progressive  Government 
like  our  own  does  the  following  things : 

1.  It  makes  new  laws  to  meet  the  ever-changing  conditions  of 
society. 

2.  It  renders  justice  between  man  and  man,  and  between  man  and 
the  State. 

3.  It  provides  a  defense  against  foes. 

4.  It  protects  and  promotes  its  international  interests. 

5.  It  coins  money  and  provides  a  currency  adequate  for  the  needs 
of  trade. 

6.  It  regulates  foreign  commerce. 

7.  It  regulates  immigration. 

8-  It  exercises  control  over  the  agencies  of  transportation. 

9.  It  strives  to  prevent  monopoly  and  encourages  Competition  in 
business-. 

10.  It  conserves  natural  resources. 

11.  It  conducts  the  election  of  public  officers. 

12.  It  provides  for  the  education  of  the  young. 

13.  It  guards  the  interests  of  workin^nicn. 

14.  It  strives  by  special  legislation  to  improve  living  conditions. 

15.  It  defines  and  punishes  crime. 

16.  It  helps  paupers  and  incapables. 

17.  It  safeguards  the  public  health. 

18.  It  promotes  the  welfare  of  the  people  in  urban  and  in  rural 
communities. 

19.  It  promotes  the  public  safety  and  the  public  morality. 


FOR   RECRUITS  127 

Nearly  every  modern  civilized  government  does  all  of  the  above 
things,  and  some  governments  do  much  more.  In  most  of  the  coun- 
tries of  Europe  the  railroads,  the  telephone  and  telegraph  systems, 
and  in  some  instances  the  mines  are  operated  by  the  government.  In 
many  of  the  cities  of  Europe  the  scope  of  government  authority  is 
still  further  enlarged,  embracing  not  only  such  functions  as  the 
supplying  of  gas  and  water,  but  extending  to  such  services  as  the 
maintenance  of  public  baths,  laundries,  pawnshops,  savings  banks, 
and  the  lodging  houses.  In  London  the  city  government  has  gone 
so  far  as  to  supply  sanitary  milk  for  the  poor  classes. 

(Adapted  from  The  American  Democracy,  Forman.) 

QUESTIONS  ON  READINGS: 

1.  Why  did  the  manager  of  the  cotton  mill  want  the  children  to 
work  in  the  mill  ? 

2.  Did  he  have  a  right  to  require  the  parents  to  bring  their  chil- 
dren to  the  mill  ?    Why? 

3.  Why  should  the  Government  regulate  the  employment  of  chil- 
dren? 

4.  How  does  this  notice  differ  with  a  notice  that  all  employees 
must  report  at  8  o'clock  a.  m.  ? 

5.  How    have    conditions   mentioned    in   the    first   paragraph   of 
reading  2  been  improved?     Conditions  in  the  second  paragraph? 
Conditions  in  the  third  paragraph? 

6.  Should  tke  Government  regulate  the  first  group   as  well   as 
the  second  and  third  ?    Why  ? 

7.  In  America  who  determines  where  a  man  shall  live?     What 
occupation  he  shall  pursue?     What  church  he  shall  attend? 

8.  Would  it  be  better  for  society  if  the  Government  decided  these 
things  for  the  citizen?    Why? 

9.  What  freedom  has  a  person  who  lives  in  America? 

10.  Name    some   business   enterprises   that   the   Government    en- 
gages in  ? 

11.  What  has  been  the  growth  of  the  Post  Office  Department? 

12.  In  how  many  ways  does  this  department  serve  the  people? 

13.  Tell  what  you  can  about  the  work  of  the  Department  of  Agri- 
culture. 

14.  How  does  this  department  help  the  farmer? 

15.  How  does  the  Government  help  the  citizens  by  making  and 
enforcing  laws  ? 

16.  Give  your  reasons  for  believing  that  the  Government  should 
or  should  not  do  the  following : 

(a)  Compel  everybody  to  be  vaccinated. 

(b)  Forbid  the  reading  of  certain  books. 

(c)  Forbid  the  sale  of  certain  books. 


128  STUDIES  IN   CITIZENSHIP 

(d)  Furnish  the  milk  that  we  must  drink. 

(e)  Furnish  the  virus  that  must  be  used  in  vaccination. 
(/)  Compel  everybody  to  attend  church. 

(<?)   Compel  everybody  to  attend  a  certain  church. 

(k)   Forbid  the  sale  of  oleomargarine. 

(i)  Compel  dealers  to  label  oleomargarine. 

(j)   Forbid  the  use  of  oleomargarine. 

(&)   Compel  parents  to  send  their  children  to  school. 

(I)   Compel  parents  to  send  their  children  to  a  certain  school. 

17.  Of  the  following  enterprises,  name  one,  if  there  is  one,  that 
should  be  undertaken  by  our  Government,  and  give  your  reasons 
for  your  belief  : 

(a)  The  operation  of  telegraph  lines. 

(&)  The  operation  of  railroads. 

(c)  The  operation  of  trolley  lines  in  cities. 

(d)  The  operation  of  coal  mines. 

(e)  The  manufacture  and  sale  of  gunpowder. 

(/)  The  manufacture  and  sale  of  illuminating  gas. 
(g)  The  manufacture  and  sale  of  ice. 


RECRUITS  129 


XXX 
THE  DUTY  OF  THE  CITIZEN 

XOTK  TO  INSTRUCTOR: 

The  Constitution  of  the  United  States  is  the  fundamental  law 
of  the  land.  It  is  an  expression  of  a  theory  of  government  which 
the  American  people  believe  to  be  best  for  the  regulation  of  their 
joint  affairs.  It  states  specifically  that  the  people  shall  manage  the 
Government  and  that  the  Government  must  do  only  the  things  that 
benefit  all  the  people.  It  does  not  sanction  the  Government's  serv- 
ing one  group  as  against  another. 

Xow,  if  the  people  shall  run  the  Government  so  that  it  will  not 
serve  one  group  to  the  injury  of  others,  they  must  work  together 
as  a  team.  They  must  stand  for  the  rule  of  all  in  the  interests  of 
all.  This  can  mean  nothing  but  that  every  citizen  is  obligated  to 
take  a  part  in  running  the  Government.  They  will,  if  they  are  good 
citizens,  take  active  interest  in  the  prevention  of  crime,  the  building 
of  roads,  the  education  of  the  people,  the  sanitation  of  cities,  the 
conduct  of  war;  indeed,  everything  the  Government  does.  Ob- 
viously, however,  they  all  can  not  hold  office  in  the  Government. 
They  must  leave  the  official  details  to  a  few  people  whom  they  choose 
for  the  purpose.  They  do  this  through  the  ballot  and  they  can  not 
justify  indifference  to  their  duty  to  vote  intelligently. 

INTRODUCTORY  QUESTIONS  : 

1.  Are  you  an  American  citizen?     How  do  you  know? 

2.  What  does  it  mean  to  you  to  be  .an  American  citizen? 

3.  People  come  into  our  country  from  all  over  the  world  to  be- 
come citizens.     What  is  our  duty  toward  them? 

4.  Has  a  citizen  a  right  to  criticize  his  Government?     What  is  the 
difference  between  helpful  and  harmful  criticism? 

5.  Explain  the  statement,  "  We  are  the  trustees  for  posterity." 

6.  Mention  as  many  ways  as  you  can  in  which  a  citizen  can  serve 
his  Government. 

7.  How  does  a  citizen  in  serving  his  Government  serve  both  himself 
and  his  fellow  citizens? 

HEADINGS  : 

1 

Benjamin  Franklin,  who  has  been  called  a  splendid  example  of 
good  citizenship,  tells  what  happened  in  his  own  community  : 

"One  day  I  found  a  poor,  industrious  man  who  Avas  willing  to 
undertake  keeping  the  pavement  clean  by  sweeping  it  twice  a  week, 
5008°—  22  -  9 


130  , STUDIES   IN   CITIZENSHIP 

carrying  off  the  dirt  from  before  all  the  neighbors'  doors,  for  the 
sum  of  sixpence  per  month,  to  be  paid  by  each  house.  I  then  wrote 
and  printed  a  paper  setting  forth  the  advantages  to  the  neighborhood 
that  might  be  obtained  by  this  small  expense.  *  *  *  I  sent  one 
of  these  papers  to  each  house,  and  in  a  day  or  two  went  around  to 
see  who  would  subscribe  an  agreement  to  pay  these  sixpences;  it  was 
unanimously  signed,  and  for  a  time  well  executed.  This  raised  a 
general  desire  to  have  all  the  streets  paved  and  made  the  people  more 
willing  to  submit  to  a  tax  for  that  purpose." 

A  hundred  years  later  the  one  and  a  half  million  people  living  in 
Philadelphia  were  just  as  truly  cooperating  to  keep  their  city  clean 
by  means  of  more  than  1,200  miles  of  sewers,  for  which  they  had  paid 
nearly  thirty-five  millions  of  dollars,  and  by  means  of  a  department 
of  highways  and  street  cleaning  which  employed  a  contractor  to  clean 
the  streets  and  to  remove  all  ashes  and  garbage,  at  an  annual  cost 
of  more  than  a  million  and  a  half  dollars. 

(Adapted  from  Community  Civics,  Dunn.) 


In  the  early  days  of  western  settlement  a  community  was 
founded  in  Illinois,  It  was  an  agricultural  community,  but  in  the 
midst  of  it  a  village  grew,  which  in  the  course  of  time  became  a  small 
city.  One  of  the  first  settlers  was  a  young  farmer  with  a  mechanical 
turn  of  mind.  He  began  experimenting  to  improve  the  methods  of 
planting  grain.  The  result  was  the  invention  of  a  corn  planter,  the 
manufacture  of  which  became  another  of  the  city's  industries.  In 
those  pioneer  days  each  family  usually  made  its  own  brooms,  but  one 
young  man  in  this  community  earned  his  way  through  the  local  col- 
lege by  making  brooms  from  corn  raised  on  the  college  farm.  The 
college  cornfield  disappeared  in  the  course  of  time,  but  on  one  part 
of  it  grew  a  broom  factory  employing  a  large  number  of  workmen. 
These  city  industries  were  thus  literally  "  children  of  the  soil,"  and 
the  city's  prosperity  depended  upon  the  agriculture  of  the  surround- 
ing region.  On  the  other  hand,  the  city  provided  the  farmers  with 
improved  products,  supplied  them  with  goods  through  its  shops  and 
stores,  and  pive  education  to  hundreds  of  farmers'  children  in  its 
schools  and  college. 

(Adapted  from  Community  Civics,  Dunn.) 


A  nation  is  made  great  not  by  its  fruitful   acres,  but  by  the 
men  who  cultivate  them;  not  by  its  urcut   i  -ut  by  the  men 

who  use  them ;  not  by  its  mines,  but  by  the  men  who  work  in  them ; 


FOR   RECRUITS  131 

not  by  its  railways,  but  by  the  men  who  build  and  run  them. 
.America  was  a  great  land  when  Columbus  discovered  it;  Americans 
have  made  it  a  great  Nation. — Lyiium  Abbott. 


It  is  riot  an  army  that  we  must  shape  and  train  for  war;  it  is 
a  nation.  To  this  end  our  people  must  draw  close  in  one  compact 
form  against  a  common  foe.  But  this  can  not  be  if  each  man  pur- 
sues a  private  purpose.  The  Nation  needs  all  men,  but  it  needs  each 
man,  not  in  the  field  that  will  most  please  him  but  in  the  endeavor 
that  will  best  serve  the  common  good.  *  *  *  The  whole  Nation 
must  be  a  team,  in  which  each  man  must  play  the  part  for  which  he 
is  best  fitted. 

(Conscription  Proclamation,  May  18,  1917. 


Only  those  are  fit  to  live  who  do  not  fear  to  die;  and  none 
are  n't  to  die  who  have  shrunk  from  the  joy  of  life  and  the  duty 
of  life.  Both  life  and  death  are  parts  of  the  same  great  adventure. 
Never  yet  was  worthy  adventure  worthily  carried  through  by  the 
man  who  put  his  personal  safety  first.  Never  yet  was  a  country 
worth  living  in  unless  its  sons  and  daughters  were  of  that  stern 
stuff  which  bade  them  die  for  it  at  need;  and  never  yet  was  a 
country  worth  dying  for  unless  its  sons  and  daughters  thought  of 
life  not  as  something  concerned  only  with  the  selfish  evanescence 
of  the  individual  but  as  a  link  in  the  great  chain  of  creation  and 
causation,  so  that  each  person  is  seen  in  his  true  relations  as  an 
essential  part  of  the  whole,  whose  life  must  be  made  to  serve  the 
larger  and  continuing  life  of  the  whole.  Therefore  it  is  that  the 
man  who  i§  not  willing  to  die,  and  the  woman  who  is  not  willing 
to  send  her  man  to  die,  in  a  war  for  a  great  cause  are  not  worthy 
to  live. 

(The  Great  Adventure,  Theodore  Roosevelt.) 

6 

The  duties  of  citizenship  are  always  equal  to  its  rights.  If 
I  can  hold  a  man  to  his  contracts,  I  ought  (I  owe  it)  to  pay  my 
own  debts;  if  I  may  worship  as  I  please,  I  ought  to  refrain  from 
persecuting  another  on  account  of  his  religion;  if  my  own  property 
is  held  sacred,  I  ought  to  regard  the  property  of  another  man  as 
sacred;  if  the  Government  deals  fairly  with  me  and  does  not  op- 
press me,  I  ought  to  deal  fairly  with  it  and  refuse  to  cheat  it;  if 


132  STUDIES   IN    CITIZENSHIP 

I  am  allowed  freedom  of  speech,  I  ought  not  to  abuse  the  privilege ; 
if  I  have  a  right  to  be  tried  by  a  jury,  I  ought  to  respond  when  I 
am  summoned  to  serve  as  a  juror;  if  I  have  a  right  to  my  good 
name  and  reputation,  I  ought  not  to  slander  my  neighbor;  if  Gov- 
ernment shields  me  from  injury,  I  ought  to  be  ready  to  take  up 
arms  in  its  defense. 

(Adapted  from  The  American  Democracy,  Forman.) 


I  believe  in  the  United  States  of  America  as  a  Government 
of  the  people,  by  the  people,  for  the  people;  whose  just  powers  are 
derived  from  the  consent  of  the  governed;  a  democracy  in  a  Re- 
public; a  sovereign  Nation  of  many  sovereign  States;  a  perfect 
Union,  one  and  inseparable,  established  upon  those  principles  of 
freedom,  equality,  justice,  and  humanity  for  which  American 
patriots  sacrificed  their  lives  and  fortunes. 

I  therefore  believe  it  is  my  duty  to  my  country  to  love  it ;  to  sup- 
port its  Constitution;  to  obey  its  laws;  to  respect  its  flag;  and  to 
defend  it  against  all  enemies. 

(The  American's  Creed,  William  Tyler  Page.) 

QUESTIONS  ON  READINGS: 

1.  What  are  the  duties  of  a  soldier  to  his  Organization? 

2.  How  are  these  duties  also  duties  to  his  Government? 

3.  Was  it  Benjamin  Franklin's  duty  as  a  citizen  to  go  to   the 
trouble  of  getting  the  people  to  cooperate  in  keeping  the  streets 
clean  ?     Discuss. 

4.  How  was  this  work  done  a  hundred  years  later?     Were  they 
just  as  truly  cooperating  as  in  Franklin's  time?     How? 

5.  Was  the  young  farmer  in  Illinois  a  good  citizen?     Was  it  his 
duty  to  invent  a  corn  planter?     Should  a  citizen  do  his  best  to  im- 
prove living  conditions  of  the  community  in  which  he  lives?     In 
the  country  at  large?     Should  he  be  paid   for  his  efforts?     How 
much? 

6.  How  does  the  Government  protect  the  rights  of  an  inventor? 

7.  What  makes  a  nation  great?     How  ( 

8.  "The  whole  nation  must  be  a  team,  in  which  each  man  must  play 
the  part  for  which  he  is  best  fitted."     Is  this  true  in  times  of  peace 
as  well  as  in  times  of  war?     Explain. 

9.  What  do  we  mean  when  we  say  this  is  "  our  country  "  ? 

10.  Why  is  a  country  not  worth   living  in  unless   its  sons  and 
daughters  are  of  that  stern  stuff  which  makes  them  die  for  it  at 
need? 

11.  Compare  Roosevelt's  statement  with  that  of  Lyman  Abbott 
in  reading  3  of  this  lesson.     In  what  ways  do  they  agree? 


FOR    RECRUITS  133 

12.  Referring  to  reading  6 — 

(a)  Should  a  citizen  not  pay  his  debts  if  he  were  unable  to  hold 
others  to  their  contracts? 

(b)  If  I  am  not  permitted  to  worship  as  I  please,  should  I  perse- 
another  on  account  of  his  religion? 

(c)  If  the  Government  does  not  deal  fairly  with  me  and  oppresses 
me.  should  I  cheat  it  and  deal  unfairly  with  it? 

(d)  Are  there  other  reasons  why  I  should  serve  on  a  jury  than  that 
I  have  a  right  to  be  tried  by  a  jury?     If  so,  name  them. 

13.  Classify  the  following  as  American  or  un-American,  testing 
each  classification  by  some  fundamental  principle : 

(a)  The  people  of  a  State  choose  as  their  governor  a  man  who  does 
not  reside  in  the  State. 

(b)  A  town  with  a  population  of  500  has  as  many  representatives 
as  a  city  with  a  population  of  100,000. 

(c)  A  man  seeks  a  title  of  nobility. 

(d)  A  pupil  seeks  a  medal  awarded  for  scholarship. 

(e)  The  State  government  controls  the  police  force  of  a  city- 
(/)   The  State  government  controls  the  public  schools  of  a  city. 
(g)   The  local  government  constructs  roads. 

(h)   The  Federal  Government  constructs  roads. 

(?)   The  State  government  constructs  roads. 

(/')  A  man  ahvays  votes  with  his  party. 

(/•)   A  man  never  votes  at  all. 

(/)  The  legislature  raises  the  salary  of  public  employees. 

(//>)  The  executive  raises  the  salary  of  public  employees. 

(/?)  A  man  contends  that  democracy  is  the  worst  form  of  govern- 
ment. 

(o)  A  man  is  punished  for  contending  that  democracy  is  the  worst 
form  of  government. 

(p)  A  man  is  arrested  for  teaching  the  doctrine  of  Buddha. 

(g)  A  legislator  would  not  receive  a  request  to  enact  a  certain  law. 

(r)  There  was  held  a  mass  meeting  at  which  the  representatives  of 
the  people  were  requested  to  enact  a  certain  law. 

(*)  There  was  held  a  mass  meeting  at  which  the  representatives 
were  commanded  to  enact  a  certain  law. 

(t)  The  legislature  of  a  State  passed  a  resolution  denouncing  the 
action  of  a  foreign  government? 

(u)  A  law  provides  that  the  governor  shall  appoint  the  county 
missioners. 

<>')  A  law  provides  that  the  governor  shall  appoint  the  county 
judges. 

(w)  The  Federal  Government  informed  the  drivers  of  its  mail 
s  that  they  might  drive  at  a  speed  greater  than  that  permitted 
by  the  local  authorities. 


134  STUDIES   IN   CITIZENSHIP 

(a?)  A  State  made  40  years  the  age  qualification  for  voting. 

(y)  A  State  made  17  years  the  age  qualification  for  voting. 

(z)  A  law  forbids  adults  to  be  on  the  street  after  midnight. 

(aa)  A  law  forbids  children  under  12  years  of  age  to  be  on  the 
streets  after  10  p.  m.  „ 

(bb)  A  law  forbids  a  group  of  men  to  organize  as  a  political  party. 

14..  If  a  person  obeys  all  the  laws  of  his  country,  has  he  fulfilled 
all  his  duties  to  his  country  ?  Explain. 


FOE  RECRUITS  135 


XXXI 

TEAM  PLAY 

X(  >TE  TO  INSTRUCTOR  : 

In  our  present  industrial  system  it  is  not  possible  for  an  individual 
to  make  his  own  clothes,  build  his  own  home,  and  produce  his  own 
food.  In  the  early  colonial  days  practically  all  this  work  was"  done 
by  each  individual. 

To-day  people  have  specialized  along  various  lines  of  work  and 
as  a  result  we  usually  find  each  individual  doing  that  work  which  he 
is  best  fitted  to  do.  In  the  performance  of  his  particular  task  he 
must  necessarily  sell  his  services  to  others.  The  tailor,  the  baker, 
the  carpenter,  and  the  farmer  all  sell  their  services  to  others.  Each 
has  his  particular  job  to  perform.  In  this  respect  each  individual 
works  for  millions  and  he  in  return  has  the  services  of  millions  at 
his  disposal. 

INTRODUCTORY  QUESTIONS  : 

1.  What  makes  a  good  football  player?     Why  are  signals  used  in 
the  game?     Does  the  fact  that  every  player  on  the  team  is  a  star 
insure  a  strong  team?     Why? 

2.  In  what  respect  is  an  army  like  a  football  team? 

3.  What  makes  an  army  strong? 

4.  Why  did  the  Allies,  during  the  World  War,  combine  their  forces 
under  one  leader? 

5.  Why  did  the  Government  take  over  the  railroads  during  the 
war? 

6.  Why  did  it  appoint  a  food  administrator? 

READINGS  : 

1 

A  woolen  shirt,  coarse  and  rough  as  it  may  appear,  is  the  prod- 
uct of  the  labor  of  many  hands.  The  shepherd,  the  wool  comber,  the 
dyer,  the  spinner,  the  weaver,  and  many  others  must  join  their  dif- 
ferent arts  to  make  it.  Merchants,  shipbuilders,  sailors,  and  team- 
sters must  work  to  bring  the  various  materials  together.  Even  tin* 
drugs  used  by  the  dyer  come  from  the  corners  of  the  earth.  Miner, 
smith,  and  lumberman  have  had  a  part  in  making  the  shears  with 
which  the  wool  is  clipped.  If  we  examine  the  food,  clothing,  house, 
furniture,  and  tools  used  by  the  wearer  of  the  woolen  shirt,  and  con- 
sider the  large  number  of  people  who  have  aided  in  the  production, 


136  STUDIES  IN   CITIZENSHIP 

we  shall  begin  to  see  that  each  one  has  an  army  of  people  working 
for  him,  and  that  he  in  turn  works  for  a  great  many  people,  the  most 
of  whom  he  will  never  see. 


LETTER  TO  A  COAL  MINER. 

TIPTON,  IOWA,  November  H. 
EDITOR  OF  THE  TRIBUNE. 

I  live  out  on  the  prairie,  40  miles  from  nowhere.  Talk  about  being 
a  lone  worker  in  a  coal  mine !  I  worked  all  day  in  the  boiling  hot  sun 
and  half  the  night  to  raise  and  harvest  food  to  keep  your  wife  and 
babies  from  starving.  My  good  wife  worked  with  me  when  she  was 
able  and  helped  me  care  for  the  live  stock,  and  milked  the  cows  even- 
ings so  I  could  work  longer  in  the  fields  to  help  feed  you  and  yours. 
1  did  not  even  take  my  coal  from  town  lest  some  of  your  food  be 
wasted.  When  I  thought  to  make  a  big  profit  on  my  wheat  our 
Uncle  Samuel  comes  along  and  fixes  the  price.  I  take  my  medicine. 
No  talk  about  autocracy  or  class  legislation  or  an  eight-hour  day.  It 
was  my  duty  to  my  country,  etc. 

Now,  Mr.  Coal  Miner,  the  cold  wave  is  upon  us.  My  wife  is  con- 
fined to  her  bed,  and  please  remember  it  is  just  as  hard  for  me  to 
watch  my  wife  and  babies  freeze  or  die  from  the  cold  as  for  you  to 
watch  yours  die  from  hunger.  Talking  of  hardships  in  this  life  of 
ours,  such  as  being  deprived  of  fresh  air  and  sunshine  in  a  coal  mine, 
I  would,  indeed,  welcome  a  little  of  your  coal-mine  shade  during  the 
harvest  and  your  shelter  from  the  winter's  blasts  when  during  a 
blizzard  I  am  trying  to  get  your  food  to  market  and  haul  home  a  load 
of  coal,  if  it  were  possible  for  me  to  get  any,  which  is  not  the  case  at 
the  present  writing.  And  how  many  times  I  have  envied  you  your 
short  hours  when,  after  a  hard  day's  work.  I  had  to  sit  up  all  night 
with  the  live  stock.  You  wouldn't  last  half  as  long  in  a  Avestern 
blizzard  as  I  would  in  an  eastern  coal  mine. 

But  i  have  a  good  comeback.  My  corn  is  still  in  the  crib.  I  ran 
use  it  to  bettor  advantage  for  fuel  than  you  can  use  your  coal  for 
food.  I  do  not  say  what  I  will  do.  for  it  is  aorainst  the  law  of  our 
land  to  burn  foodstuff,  but  if  it  comes  to  the  "  survival  of  the  fittest" 
we  can  all  take  a  hand. 

Still  trusting  that  you  will  see  your  error  and  go  to  work  to  get  me 
some  coal  before  I  am  forced  to  burn  up  your  food,  I  am. 
Yours  truly, 

FARMER  JOHN. 


FOR  RECRUITS  137 

3 
LETTER  TO  FARMER  JOHN. 

HARRISBURG,  II^L.,  November  17. 
EDITOR  or  THE  TRIBUNE. 

I  live  in  the  heart  of  the  southern  Illinois  coal  field,  Egypt,  the 
land  of  coal  and  corn,  of  which  I  have  none. 

When  you  were  working  all  those  days  in  the  boiling  hot  sun,  which 
the  Almighty  was  so  good  to  send  down  so  that  your  crops  would 
mature,  I  was  supplied  with  only  37  days  of  work  throughout  the  77 
working  days  of  the  summer. 

My  good  wife  helped  me  all  she  could.  She  could  help  only  by 
saving  and  skimping  that  the  little  sum  of  money  we  had  laid  by 
for  a  rainy  day  might  not  dwindle  to  nothing. 

I  did  not  take  a  day  off  for  fear  the  mine  would  work  and  I 
would  lose  a  day. 

You  did  not  take  a  day  off  to  handle  your  coal;  all  the  news- 
papers were  asking  that  everyone  put  in  some  coal  and  help  the 
miner  through  the  dull  months. 

You  did  not  care  at  that  time  about  the  miner.  Your  whole 
soul  was  in  your  work  and  a  big  profit,  but  along  comes  our  Uncle 
Sam,  who  sets  a  price  that  is  fair,  give  you  a  good  profit;  instead 
of  you  hauling  your  corn  to  market  at  this  price,  you  store  it  in 
the  crib,  and  from  the  face  you  make  the  medicine  is  bitter. 

You  say  you  do  not  talk  of  hours,  etc. 

Farmer  John,  you  bawled  as  like  unto  a  calf  bit  in  the  flank 
by  a  bull  pup  against  the  daj'light  saving  plan.  Now,  Mr.  Farmer, 
a  cold  wave  is  upon  you,  and  you  alone  are  responsible  if  your  wife 
and  little  ones  suffer  from  the  want  of  coal. 

You  neglected  them  for  a  few  dollars  and  cents  that  you  gained 
by  reason  of  not  hauling  your  coal  when  the  same  was  to  be  had, 
and  if  the  weather  in  Iowa  ever  gets  as  cold  as  your  heart,  I  pity 
the  hogs. 

As  for  the  short  hours  we  work,  every  moment  in  those  eight  hours 
is  work — no  riding  of  sulky  plows,  binders,  or  tractors. 

As  for  your  sitting  up  all  night  with  the  live  stock,  I  must  say 
they  had  some  company.  Or  is  it  possible  to  see  them  grow  by 
night  ? 

Yes,  John,  you  have  a  good  comeback — you  can  burn  corn  for 
coal.  You  state  that  you  will  not  say  what  you  will  do:  but  from 
those  words  you  have  already  said  I  am  convinced  that  not  an  ear 
of  corn  will  be  removed  from  the  crib  until  you  see  that  big  profit. 

Coal  mined  by  the  striking  miners  will  be  the  only  fuel  your 
wife  and  little  ones  will  see. 

MINER  JOE. 


138  STUDIES   IX    CITIZENSHIP 


To  FARMER  JOHN  ancl  MINER  JOE. 

Perhaps  if  you  two  quarrelsome  men  would  arrange  to  have  a 
meeting  and  talk  over  your  troubles  in  general,  you  could  find  some 
way  to  avoid  them.  The  thing  for  the  farmer  to  do  is  to  put  himself 
in  the  miner's  shoes,  and  then  he  could  see  what  troubles  the  minor 
has,  and  the  miner  do  the  same.  You  are  dependent  on  each  other, 
and  the  sooner  you  realize  that,  the  better  it  will  be  for  all  con- 
cerned. You  should  work  together  and  try  to  help  one  another, 
instead  of  seeing  how  disagreeable  you  can  make  life  for  each 
other. 

DEWEY  FERGUSON, 
Battery  F,  Eleventh  Field  Artillery. 

From  THE  PUBLIC  TO  MINER  JOE  AND  FARMER  JOHN. 

ROCKFORD,  ILL.   (CAMP  GRANT),  March  1%,  19%0. 
T  live  in  the  heart  of  a  little  hamlet  called  Rockford,  and  1   read 
your  letters  with  much  interest  but  find  that  you  are  both  in  the 
wrong. 

Suppose  you  lived  in  a  town  where  you  worked  in  a  machine  shop 
making  picks  and  shovels  for  the  miner  and  plows  for  the  farmer 
and  you  stopped  work,  do  you  realize  the  miner  could  not  work 
for  lack  of  tools  and  the  farmer  could  not  either? 

You  see  that  you  both  would  be  deprived  of  your  means  of  living 
and  would  be  up  against  it. 

Trusting  you  will  arrange  to  settle  this  soon,  I  remain, 
Yours  truly, 

TITE  PUBLIC. 
D.  W.  BOUVIER. 
QUESTIONS  ON  READINGS: 

1.  How  do  many  hands  air!  in  making  a  woolen  shirt? 

2.  How  does  the  miner  help  to  furnish  the  shirt?     The  lumber- 
man?    The  smith? 

3.  In  \vhat  respects  are  the  makers  of  the  woolen  shirt  like  the 
players  on  a  football  team  ? 

4.  Explain  how  each  one  of  these  workers  has  an  army  of  people 
working  for  him. 

5.  In  what  respect  then  are  we  all  members  of  a  great  social 
industrial  team? 

0.  Are  Farmer  John  and  Miner  Joe  members  of  this  team?  Ex- 
plain. 

7.  Why  did  Farmer  John  not  dig  his  own  coal  and  Miner  Joe 
grow  his  own  food? 


FOR  RECRUITS  139 

8.  What  are  the  advantages  of  having  one  dig  coal  while  the 
other  grows  food  for  both? 

9.  Under  what  conditions  is  this  arrangement  safe? 

10.  What  did  Farmer  John  and  Miner  Joe  need  besides  food  and 
coal  to  go  on  with  their  work? 

11.  Explain  how  they  had  an  army  of  people  working  for  them. 

12.  Suppose  Miner  Joe  refuses  to  dig  coal  and  Farmer  John  burns 
his  corn,  how  will  this  affect  other  members  of  the  team? 

13.  In  our  great  industrial  and  social  game,  you  work  for  millions 
and  millions  work  for  you.     What  part  does  the  teacher  play  ?     The 
physician?     The  musician?     The  machinist?     The  street  sweeper? 
The  lawyer?     The  statesman?     The  soldier? 


140  STUDIES  IN   CITIZENSHIP 


XXXII 
MAKERS  OF  THE  FLAG 

NOTE  TO  INSTRUCTOR: 

Each  individual's  work  is  his  own  contribution  toward  the  making 
of  our  country.  Devotion  to  the  welfare  of  one's  country  is  shown 
in  the  manner  in  which  we  perform  our  work.  Devotion  of  this 
kind  is  not  based  upon  sentimental  fervor,  but  has  a  substantial 
foundation  which  is  a  true  understanding  and  not  a  vague  feeling. 

INTRODUCTORY  QUESTIONS: 

1.  Why  do  workers  take  pride  in  turning  out  a  good  piece  of 
work? 

2.  In  what  sense  is  the  quality  of  the  work  of  each  individual  of 
great  importance  to  his  country? 

3.  How  does  the  attitude  of  each  individual  toward  his  work 
affect  the  group  of  workers? 

4.  How  do  the  attitudes  of  a  people  determine  the  policies  of 
their  nation? 

5.  In  what  sense  is  patriotism  a  willingness  to  do  one's  work 
honestly  ? 

READING: 

This  morning,  as  I  passed  into  *he  Land  Office.  The  Flag  dropped 
me  a  most  cordial  salutation,  and  from  its  rippling  folds  I  heard  it 
say,  "  Good  morning.  Mr.  Flag  Maker." 

"I  beg  your  pardon,  Old  Glojy,"  I  said,  "aren't  you  mistaken? 
I  am  not  the  President  of  the  United  States,  nor  a  Member  of  Con- 
gress, nor  even  a  general  in  the  Army.  I  am  only  a  Government 
clerk." 

"  I  greet  you  again,  Mr.  Flag  Maker,"  replied  the  gay  voice,  "  I 
know  you  well.  You  are  the  man  who  worked  in  the  swelter  of  yes- 
terday straightening  out  the  tangle  of  that  farmer's  homestead  in 
Idaho,  or  perhaps  you  found  the  mistake  in  that  Indian  contract 
in  Oklahoma,  or  helped  to  clear  that  patent  for  the  hopeful  in- 
ventor in  New  York,  or  pushed  the  opening  of  that  new  ditch  in 
Colorado,  or  made  that  mine  in  Illinois  more  safe,  or  brought 
relief  to  the  old  soldier  in  Wyoming.  No  matter;  whichever  one 
of  these  beneficent  individuals  you  may  happen  to  be,  I  give  you 
greeting,  Mr.  Flag  Maker." 


FOR  RECRUITS  141 

T  was  about  to  pass  on,  when  The  Fag  stopped  me  with  these 
words: 

"  Yesterday  the  President  spoke  a  word  that  made  happier  the 
future  of  10,000,000  peons  in  Mexico;  but  that  act  looms  no  larger 
on  the  flag  than  the  struggle  which  the  boy  in  Georgia  is  making 
to  win  the  Corn  Club  prize  this  summer. 

"  Yesterday  the  Congress  spoke  a  word  which  will  open  the  door 
of  Alaska ;  but  a  mother  in  Michigan  worked  from  sunrise  until  far 
into  the  night  to  give  her  boy  an  'education.  She,  too,  is  making 
the  flag. 

"  Yesterday  we  made  a  new  law  to  prevent  financial  panics,  and 
yesterday,  maybe,  a  school  teacher  in  Ohio  taught  his  first  letters  to 
a  boy  who  will  one  day  write  a  song  that  will  give  cheer  to  the  millions 
of  our  race.  We  are  all  making  the  flag." 

"  But,"  I  said  impatiently,  "  these  people  were  only  working." 

Then  came  a  great  shout  from  The  Flag. 

"  The  work  that  we  do  is  the  making  of  the  flag. 

"  I  am  not  the  flag,  not  at  all.     I  am  but  a  shadow. 

"  I  am  whatever  you  make  me,  nothing  more. 

"  I  am  your  belief  in  yourself,  your  dream  of  what  a  people  may 
become. 

"  I  live  a  changing  life,  a  life  of  moods  and  passions,  of  heart- 
breaks and  tired  muscles. 

"  Sometimes  I  am  strong  with  pride,  when  men  do  an  honest  work, 
fitting  the  rails  together  truly. 

"  Sometimes  I  droop,  for  then  purpose  has  gone  from  me,  and 
cynically  I  play  the  coward. 

"  Sometimes  I  am  loud,  garish,  and  full  of  that  ego  that  blasts 
judgment. 

"  But  always  I  am  all  that  you  hope  to  be,  and  have  the  courage 
to  try  for. 

"  I  am  song  and  fear,  struggle  and  panic,  and  ennobling  hope. 

"  I  am  the  day's  work  of  the  weakest  man,  and  the  largest  dream 
of  the  most  daring. 

'"I  am  the  Constitution  and  the  courts,  statutes,  and  the  statute 
makers,  soldier  and  dreadnaught,  drayman  and  street  sweep,  cook, 
counselor,  and  clerk. 

"  I  am  the  battle  of  yesterday,  and  the  mistake  of  to-morrow. 

"  I  am  the  mystery  of  the  men  who  do  without  knowing  why. 

"  I  am  the  clutch  of  an  idea,  and  the  reasoned  purpose  of  resolu- 
tion. 

"  I  am  no  more  than  what  you  believe  me  to  be  and  I  am  all  that 
you  believe  I  can  be. 

"  I  am  what  you  make  me,  nothing  more. 


142  STUDIES    IX    CITIZENSHIP 

"  I  swing  before  your  eyes  as  a  bright  gleam  of  color,  a  symbol  of 
yourself,  the  pictured  suggestion  of  that  big  thing  which  makes  this 
Nation.  My  stars  and  my  stripes  are  your  dream  and  your  labors. 
They  are  bright  with  cheer,  brilliant  with  courage,  firm  with  faith, 
because  you  have  made  them  so  out  of  your  hearts.  For  you  are  the 
rankers  of  the  flag,  and  it  is  well  that  you  glory  in  the  making." 

(The  Makers  of  the  Flag,  by  Franklin  K.  Lane.) 

QUESTIONS  ON  READING  : 

1.  In  what  sense  is  one  who  performs  his  work  honestly  a  maker 
of  the  flag? 

2.  How  can  a  man's  devotion  to  this  country  be  judged  by  the 
manner  in  which  he  performs  his  daily  tasks? 

3.  How  had  the  Government  clerk  helped  in  making  the  flag? 

4.  In  what  respect  is  the  work  of  the  boy  in  tin-  corn  club  similar 
to  the  work  of  the  President  in  making  10,000,000  Mexicans  happy  > 

5.  How  can  the  work  of  the  mother  in  Michigan  in  striving  to  ai\  e 
her  son  an  education  be  similar  to  the  work  of  Congress '4 

6.  What  does  the  flagr  stand  for  2 

o 


FOB  RECRUITS  143 

XXXIII 
THE  FUNCTION  OF  THE  ARMY 

NOTE  TO  INSTRUCTOR  : 

This  discussion  on  the  function  of  the  Army  is  designed  to  bring 
out  the  fundamental  ideas  of  the  course  as  a  whole.  The  instructor 
should  emphasize  any  other  points  in  the  course  that  he  considers  of 
outstanding  importance. 

QUESTIONS  : 

1.  Do  we  need  more  or  less  protection  to-day  than  the  pioneer 
needed  ?     Explain. 

2.  Would  we  need  policemen  to  regulate  traffic  at  busy  corners  if 
every  driver  wanted  to  drive  right  ?     Explain. 

3.  Would  we  need  laws  and  regulations  in  the  United  States  if 
everybody  wanted  to  do  right? 

4.  How  does  the  Army  help  to  enforce  the  law? 

5.  Why  do  we  expect  the  policeman  to  be  more  law-abiding  than 
the  average  citizen  ?     If  they  do  not  obey  the  law,  can  we  expect  them 
to  enforce  it?     Explain. 

6.  Can  a  soldier  who  does  not  obey  the  la.ws  of  the  country  be 
depended  upon  to  defend  them?     Explain. 

7.  How  is  a  soldier  one  of  the  "  Makers  of  the  Flag  "  ? 

8.  What  service  is  rendered  by  the  Army  ? 

9.  To  whom  does  the  Army  owe  allegiance  ? 

10.  In  Japan  it  is  the  Emperor's  Army;  in  England  it  is  the  King's 
Army.     Whose  Army  is  it  in  the  United  States  ? 

11.  A  democracy  is  a  government  by  the  people.     The  citizens  of 
a  democracy  grow  in  experience  and  in  intelligence  by  governing 
themselves.     Do  the  citizens  of  all  nations  have  this  opportunity  for 
growth?     Explain.     What  would  become   of  the   freedom   of  the 
people  in  America  to  decide  their  own  affairs  and  solve  their,  own 
problems  if  they  did  not  defend  that  freedom? 

12.  What  is  meant  by  American  freedom? 

13.  How  was  freedom  in  America  won? 

14.  How  can  American  freedom  be  preserved  ? 

15.  How  can  the  soldier  in  the  Army  do  his  part  as  a  good  citizen? 

16.  What  is  the  function  of  the  American  Army  ? 

O 


from  which  it  was  borrowed 


Q    039         8 
^ 


